Processing and Representing Temporal Information in Narrative Text

Therriault, David J.; Raney, Gary E.

doi:10.1207/s15326950dp4302_4

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…The spillover sentence made no explicit reference to location and was included to detect possible carryover effects from the target sentence. The use of spillover sentences in the inconsistency methodology has been standard since at least the research of Albrecht and O'Brien (1993) and has been used by many different research teams (e.g., Chan, Foy, & Magliano, 2018;Sparks & Rapp, 2011;Therriault & Raney, 2007). The rationale for the use of a spillover sentence is often left implicit, at best.…”

Section: Methodsmentioning

confidence: 99%

Tracking and maintenance of goal-relevant location information in narratives

Levine

Kim

2019

Mem Cogn

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Two experiments were conducted to examine whether readers maintain location in a highly-accessible state in memory during narrative comprehension while reading narratives with goals closely tied to locations that story protagonists needed to reach. College undergraduates (n = 185, n = 100) read short, experiment-generated narratives manipulated in three ways. First, protagonist location was manipulated such that the goal was either completed or not, making subsequent critical sentences consistent or inconsistent, respectively, with the last-described location. Second, text distance between the manipulation of location and the later target sentence was varied such that the critical sentences were close to or distant from the last mention of location. Third, location words that explicitly mentioned the protagonist's location were either present or not in the critical sentences. Readers took longer to read critical sentences when the protagonist had not been described as reaching the goal location, suggesting that readers were maintaining location information in highly-accessible state. This effect emerged with or without explicit location words in the critical sentences and with near or distant backgrounding. These results are discussed in the context of scenario-based and memory-based theories of comprehension.

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Section: Methodsmentioning

confidence: 99%

Tracking and maintenance of goal-relevant location information in narratives

Levine

Kim

2019

Mem Cogn

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“…Proficiency for each language was measured using a combination of vocabulary tests and cloze tests. The English vocabulary quiz (developed by Raney) has been used in several prior studies (Minkoff & Raney, 2000; Therriault & Raney, 2007) and is moderately correlated with comprehension ability ( r = .40 to .52). The Spanish vocabulary quiz and the English and Spanish cloze tests were adapted by Montrul (2005) from the Diplomas de Español como Lengua Extranjera exam () to assess proficiency.…”

Section: Methodsmentioning

confidence: 99%

Evaluating missing-letter effects and comprehension in proficient and nonproficient languages

Bovee

Raney

2015

Applied Psycholinguistics

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This study was conducted to examine whether word recognition and comprehension processes change as a function of language proficiency. Participants were highly proficient in English but at a low proficiency level in Spanish. The participants read texts presented in English and Spanish while reading normally or while performing a letter-detection task and then answered comprehension questions that tested their mental representations of the surface form, text base, and situational model. Overall letterdetection error rates were lower when texts were presented in the nonproficient Spanish language. There was a typical missing-letter effect in English, such that more detection errors were made on function than content words. In Spanish, the missing-letter effect was reversed, with more errors on content than function words. Overall comprehension was substantially better when reading English passages than Spanish passages and best at the situation model level. For the English passages, comprehension was reduced during letter detection compared to normal reading. For the Spanish passages, comprehension was similar for letter detection and normal reading. Question type did not systematically vary as a function of language proficiency or task type. These findings highlight differences in cognitive processes during reading as a function of language proficiency and enhance our understanding of the letter-detection task itself.

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