Schema-Directed Processes in Language Comprehension

Anderson, Richard C.

doi:10.1007/978-1-4684-2535-2_8

Cited by 130 publications

(87 citation statements)

References 39 publications

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“…Schemas abstract generalizations about some class of objects and procedures from specific instances, encode general categories, typical features and relationships (Anderson, 1977;Bartlett, 1932;Rumelhart, 1980). Schemas contain related concepts of declarative and/or procedural (e.g., procedural schemas such as strategies) nature including procedural information that facilitates action associated with a particular conceptual category.…”

Section: Ltm Knowledge Structures and Processing Limitations Of Our Cmentioning

confidence: 99%

Knowledge elaboration: A cognitive load perspective

Kalyuga

2009

Learning and Instruction

160

119

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The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.

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Section: Ltm Knowledge Structures and Processing Limitations Of Our Cmentioning

confidence: 99%

Knowledge elaboration: A cognitive load perspective

Kalyuga

2009

Learning and Instruction

160

119

View full text Add to dashboard Cite

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“…Hence, considering that schemata are the foundational basis for the overall achievement of content comprehension, it is plain that they have a key role in the reading process. In this context, Anderson (1978) and Anderson & Pichert (1978) affirm that the schemata have six primary functions which are:…”

Section: Schema-theoretic Approachmentioning

confidence: 91%

The Text Type Effect on Moroccan EFL University Learners’ Reading Achievement

Msaddek¹

2017

ELLS

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This study is a potential endeavor to make an inquiry into the perceived effect of text typology on reading achievement gains among Moroccan English as a foreign language (EFL) learners. It also evinces whether strategy instruction can be an influencing variable on learners' reading achievement with regards to text type (i.e., narrative, expository). Indeed, incorporating two primary text genres (i.e., narrative, expository) in the conduct of this current research, the study is intended to substantiate any marked interrelatedness existing between text typology and reading achievement at the pre-and post-testing stages among EFL university learners. For assuring a thorough, rich investigation of this stated postulate, two sampled Moroccan EFL groups (n=113), as first-year English majors, were addressed. The obtained data were collected by means of a corpus of research instruments such as reading comprehension tests (i.e., pre-test, post-test), strategy training and reading comprehension texts (i.e., narrative, expository). The findings showcased that text genre is not a significant, influential variable on reading achievement scores among the control (n=50) and treatment groups (n=63). Finally, the study puts forward some useful implications pertaining to EFL text processing/ analysis and an explicit mention of some limitations, which encountered the undertaken study, is made.

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“…1;Gardner, 1985). Investigators have proposed that knowledge structures in memory represent information about various real-world objects and domains that have been variously identified as natural categories, mental images, memory schemas, prototypes, and so forth (Alba & Hasher, 1983;Anderson, 1978;Mandler, 1984;Minsky, 1975;Norman, 1982;Paivio, 1986;Rumelhart, 1980) . Various methods have been used to determine the content and organization of these knowledge structures (VIyer & Srull, 1984), but little research has been done on how reliably or completely information within these knowledge structures can be accessed and retrieved.…”

Section: Francis S Bellezza Ohio University Athens Ohiomentioning

confidence: 99%

Reliability of retrieving information from knowledge structures in memory: Scripts

Bellezza

1988

Bull. Psychon. Soc.

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Research has shown that the reliability of retrieving information from knowledge structures in memory is surprisingly low. For many knowledge structures only about half the information retrieved in one session is the same information retrieved in a second session 1 week later. A number of theorists have argued that knowledge structures known as scripts are particularly important and well-organized knowledge structures. The purpose of the two experiments reported here was to determine the reliability of retrieving script information from memory. In Experiment 1, 10 scripts were tested. It was found that the reliability of retrieving information from scripts had a mean value of .50, which is no larger a value than values found for many other knowledge structures. On the other hand, any script information recalled in both sessions was almost always recalled in the same relative order. The mean output-output correlation was .92. The results of Experiment 2 demonstrated that the strict ordering of script actions by the subjects was not the result of ordering instructions.

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Schema-Directed Processes in Language Comprehension

Cited by 130 publications

References 39 publications

Knowledge elaboration: A cognitive load perspective

Knowledge elaboration: A cognitive load perspective

The Text Type Effect on Moroccan EFL University Learners’ Reading Achievement

Reliability of retrieving information from knowledge structures in memory: Scripts

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