Catherine M Bohn-Gettler
Biographic Data
| ID | 6212477 |
|---|---|
| NAME | Catherine M Bohn-Gettler |
| GIVEN NAMES | Catherine M |
| FAMILY NAME | Bohn-Gettler |
| SIGNATURE | BOHN-GETTLER C M |
| AFFILIATIONS | College of Saint Benedict and Saint John's University |
| ORCID | 0000-0002-8036-4466 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Effects of textual constraint and emojis on emotion inferences for text message senders
Letter from the Co-Editors
We received the sad news that the founding editor-in-chief of Discourse Processes, Roy. O. Freedle, passed away on December 25, 2023. We are grateful for his vision in starting the journal, along w
Discourse Processes Adopts the Transparency and Openness Promotion Guidelines
The Discourse Processes editorial team has decided to adopt the Transparency and Openness Promotion guidelines. The purpose of the guidelines is to help researchers, journal editors, and reviewers adopt practices that support transparency, openness, and reproducibility of research. The guidelines include eight transparency standards regarding (1) citations of data and materials, (2) data sharing, (3) analytic methods, (4) research materials, (5) …
Writing for Intercultural Growth on Study Abroad in Australia
For students participating in study abroad programs in seemingly familiar environs, ongoing cultural mentoring is critically important. This study looks at intercultural development using both the Intercultural Development Inventory (IDI) and qualitative analysis of reflective writing assignments. U.S. participants in a semester-long faculty-led program in Australia experienced significant intercultural growth as measured by the IDI. Four writing…
Introduction to the Special Issue on Emotions in Reading, Learning, and Communication
In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discourse. Importantly, the valence and activation of readers’ emotions can influence the quality of reader…
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Letter from the New Editors
Dear Readers,We are delighted and honored to serve as the new coeditors for Discourse Processes. The journal and the Society for Text and Discourse have played critical roles in our professional li
Getting a Grip
Comprehension models do not often account for the multifaceted and emotionally charged nature of reading in real-world settings. In addition, studies of how reader emotions influence comprehension often yield conflicting findings due to lack of specificity regarding the process, emotion, and task under investigation. The PET (Process, Emotion, Task) framework considers how reader emotions differentially influence comprehension as a function of th…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
Does Monitoring Event Changes Improve Comprehension
During narrative comprehension, reading times increase for changes in time, space, characters, goals, and causation. This study examined the extent to which instructional manipulations modify dimension monitoring during reading and whether this affects comprehension. Sixty-seven participants read three narratives (pretest). Half of the participants (the experimental group) were then instructed to simultaneously monitor changes in time, space, cha…
Behavioral and social cognitive processes in preschool children's social dominance
This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three predicted dominance early in the year while only affiliation predicted dominance later in the year,…
Getting a Grip
Comprehension models do not often account for the multifaceted and emotionally charged nature of reading in real-world settings. In addition, studies of how reader emotions influence comprehension often yield conflicting findings due to lack of specificity regarding the process, emotion, and task under investigation. The PET (Process, Emotion, Task) framework considers how reader emotions differentially influence comprehension as a function of th…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
Introduction to the Special Issue on Emotions in Reading, Learning, and Communication
In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discourse. Importantly, the valence and activation of readers’ emotions can influence the quality of reader…
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Does Monitoring Event Changes Improve Comprehension
During narrative comprehension, reading times increase for changes in time, space, characters, goals, and causation. This study examined the extent to which instructional manipulations modify dimension monitoring during reading and whether this affects comprehension. Sixty-seven participants read three narratives (pretest). Half of the participants (the experimental group) were then instructed to simultaneously monitor changes in time, space, cha…
Behavioral and social cognitive processes in preschool children's social dominance
This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three predicted dominance early in the year while only affiliation predicted dominance later in the year,…
Behavioral and social cognitive processes in preschool children's social dominance
This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three predicted dominance early in the year while only affiliation predicted dominance later in the year,…
Does Monitoring Event Changes Improve Comprehension
During narrative comprehension, reading times increase for changes in time, space, characters, goals, and causation. This study examined the extent to which instructional manipulations modify dimension monitoring during reading and whether this affects comprehension. Sixty-seven participants read three narratives (pretest). Half of the participants (the experimental group) were then instructed to simultaneously monitor changes in time, space, cha…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
Getting a Grip
Comprehension models do not often account for the multifaceted and emotionally charged nature of reading in real-world settings. In addition, studies of how reader emotions influence comprehension often yield conflicting findings due to lack of specificity regarding the process, emotion, and task under investigation. The PET (Process, Emotion, Task) framework considers how reader emotions differentially influence comprehension as a function of th…
Letter from the New Editors
Dear Readers,We are delighted and honored to serve as the new coeditors for Discourse Processes. The journal and the Society for Text and Discourse have played critical roles in our professional li
Writing for Intercultural Growth on Study Abroad in Australia
For students participating in study abroad programs in seemingly familiar environs, ongoing cultural mentoring is critically important. This study looks at intercultural development using both the Intercultural Development Inventory (IDI) and qualitative analysis of reflective writing assignments. U.S. participants in a semester-long faculty-led program in Australia experienced significant intercultural growth as measured by the IDI. Four writing…
Introduction to the Special Issue on Emotions in Reading, Learning, and Communication
In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discourse. Importantly, the valence and activation of readers’ emotions can influence the quality of reader…
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Discourse Processes Adopts the Transparency and Openness Promotion Guidelines
The Discourse Processes editorial team has decided to adopt the Transparency and Openness Promotion guidelines. The purpose of the guidelines is to help researchers, journal editors, and reviewers adopt practices that support transparency, openness, and reproducibility of research. The guidelines include eight transparency standards regarding (1) citations of data and materials, (2) data sharing, (3) analytic methods, (4) research materials, (5) …
Letter from the Co-Editors
We received the sad news that the founding editor-in-chief of Discourse Processes, Roy. O. Freedle, passed away on December 25, 2023. We are grateful for his vision in starting the journal, along w
Effects of textual constraint and emojis on emotion inferences for text message senders
Psychology (9 works) · Computer Science (7 works) · Linguistics (6 works) · Cognition (5 works) · Cognitive psychology (5 works) · Educational Strategies and Epistemologies (5 works) · Reading (process (5 works) · Comprehension (4 works) · Reading and Literacy Development (4 works) · Reading comprehension (4 works)