Representing Complex Narrative Goal Structures: Competing Memory-Based and Situational Influences

Singer, Murray; Richards, Eric

doi:10.1080/0163853x.2005.9651679

Cited by 7 publications

(4 citation statements)

References 39 publications

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“…Even under conditions in which reactivation of outdated information does not occur, it would seem more parsimonious to seek an explanation based on basic memory processes, rather than to assume some additional component that is specific to reading (i.e., that passive reactivation processes can be shut off during reading, eliminating the reactivation of outdated information). As Singer and Richards (2005) have noted, the strong test of the memory-based view is not whether passive reactivation is necessary (obligatory) but whether it is sufficient. Questions along these lines are most likely to advance researchers' understanding of the interacting role of basic memory processes and higher order, problem-solving processing in the comprehension of discourse.…”

Section: Discussionmentioning

confidence: 99%

Accessibility of outdated information.

O’Brien¹,

Cook²,

Guéraud³

2010

Journal of Experimental Psychology: Learning, Memory, and Cogni

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In 2 previous studies (O'Brien, Rizzella, Albrecht, & Halleran, 1998; Zwaan & Madden, 2004), researchers have provided conflicting accounts about whether outdated information continues to influence the comprehension of subsequent text. The current set of experiments was designed to explore further the impact of outdated information on comprehension. First, we examined factors that may have contributed to Zwaan and Madden's (2004) finding that outdated information did not influence comprehension. Experiments 1a and 1b demonstrated that when Zwaan and Madden's target sentences were rewritten to move the targeted anaphor away from the end of the sentence, the impact of outdated information emerged with their materials. With a new set of materials, Experiment 2 demonstrated that outdated information continued to disrupt comprehension, even when the updating information created an irreversible change-in-state of a primary object in the story. The results of all 3 experiments are consistent with a passive reactivation process in which outdated information can influence comprehension processes.

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Section: Discussionmentioning

confidence: 99%

Accessibility of outdated information.

O’Brien¹,

Cook²,

Guéraud³

2010

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Second, connecting ideas and relating them across incoming information is fundamental to constructing cohesive and accurate mental models (e.g., Graesser et al, 1994). Theories differ in whether they emphasize explanative connections (e.g., Graesser et al, 1994; Magliano et al, 1999; Singer & Richards, 2005) or causal connections (e.g., Trabasso et al, 1989), but regardless of the particular nature of the connections, difficulty connecting events, ideas, characters and their goals, pictorial events, and so on would likely result in less coherent and accurate mental models.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders

McDaniel

Marsh

Gouravajhala

2021

Perspect Psychol Sci

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In this article, we highlight an underappreciated individual difference: structure building. Structure building is integral to many everyday activities and involves creating coherent mental representations of conversations, texts, pictorial stories, and other events. People vary in this ability in a way not generally captured by other better known concepts and individual difference measures. Individuals with lower structure-building ability consistently perform worse on a range of comprehension and learning measures than do individuals with higher structure-building ability, both in the laboratory and in the classroom. Problems include a range of comprehension processes, including encoding factual content, inhibiting irrelevant information, and constructing a cohesive situation model of a text or conversation. Despite these problems, recent research is encouraging in that techniques to improve the learning outcomes for low-ability structure builders have been identified. We argue that the accumulated research warrants the recognition of structure building as an important individual difference in cognitive functioning and that additional theoretical work is needed to understand the underpinnings of structure-building deficits.

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“…However, researchers have used duration to manipulate discourse, such as characters, aspect, or goals (Anderson, Garrod, & Sanford, 1983;Magliano & Schleich, 2000;Singer & Richards, 2005). Duration is included (in some form) in all of the temporal research we examined.…”

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confidence: 99%

Processing and Representing Temporal Information in Narrative Text

Therriault

Raney

2007

Discourse Processes

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According to current theories in discourse research, readers monitor a series of 5 situational dimensions during narrative comprehension (Zwaan, Langston, & Graesser, 1995;. These dimensions are time (e.g., the order of events), space (e.g., locations), protagonist (e.g., main character actions), causality (e.g., how one event influences another event), and intentionality (e.g., goals). These experiments were designed to further explore how readers process and represent time (duration) in situation-model construction. In 3 experiments, we examined how duration-related inconsistencies influenced processing time and processing strategies. Results indicate that readers routinely monitor the duration of events and detect temporal inconsistencies even when temporal information is implicitly presented. This provides evidence for the representation of duration information in situation models.

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Representing Complex Narrative Goal Structures: Competing Memory-Based and Situational Influences

Cited by 7 publications

References 39 publications

Accessibility of outdated information.

Accessibility of outdated information.

Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders

Processing and Representing Temporal Information in Narrative Text

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