The Impact of Semantic and Causal Relatedness and Reading Skill on Standards of Coherence
Bibliographic Data
| ID | 11272833 |
|---|---|
| Authors | Stacey Todaro (Adrian College, corresponding author), Keith Millis (0000-0001-7639-6484, Northern Illinois University), Srikanth Dandotkar (0000-0003-4215-7447, Northern Illinois University) |
| Year | 2010 |
| Volume | 47 |
| Issue | 5 |
| Pages | 421-446 |
| Publication date | 2010-07-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638530903253825 |
| OpenAlex | W2088491597 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
Readers apply their own standards of coherence while reading text. Readers with a low standard of coherence are thought to find a sparse and incomplete representation more coherent than readers who employ a higher standard. This article reports 3 experiments that examined standards of coherence imposed by skilled and less-skilled readers by having them make a judgment of coherence (JOC) to sentence pairs that varied on semantic and causal relatedness. The JOC task required the participants to decide whether sentence pairs were coherent. The results indicated that both variables influenced JOC for both types of readers, but that semantic relatedness had a greater impact on less-skilled readers, whereas causal relatedness had a greater influence on the skilled readers. The results are discussed in the context of the construction–integration model of comprehension
Cognitive psychology · Coherence (philosophical gambling strategy · Comprehension · Context (archaeology · Linguistics · Natural language processing · Reading (process · Reading comprehension · Sentence · Statistics · Computer Science · Educational Strategies and Epistemologies · Mathematics · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
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Constructing inferences during narrative text comprehension.
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Degree of causal relatedness and memory
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Comprehension skill, inference-making ability, and their relation to knowledge
Toward a model of text comprehension and production.
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Accessing the discourse representation during reading
Shallow Semantic Processing of Text
The measurement of textual coherence with latent semantic analysis
Updating Situation Models From Descriptive Texts
Understanding text
Investigations of inferential processes in reading
Conscious understanding during comprehension
Inferential and Memory Skills in Children's Comprehension of Stories
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Story understanding as problem-solving
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.42 |
| Citation span | 2014 - 2022 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |