Cognitive Processes in Discourse Comprehension
Passive Processes, Reader-Initiated Processes, and Evolving Mental Representations
Bibliographic Data
| ID | 11273050 |
|---|---|
| Authors | Paul Van Den Broek (0000-0001-9058-721X, Brain & Education Lab, Leiden University, Leiden, The Netherlands, corresponding author), Anne Helder (0000-0001-8865-3513, Learning Research and Development Center, University of Pittsburgh) |
| Year | 2017 |
| Volume | 54 |
| Issue | 5-6 |
| Pages | 360-372 |
| Publication date | 2017-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0163853x.2017.1306677 |
| OpenAlex | W2606783804 |
| Language | EN |
| Citations received | 51 |
| References cited | 63 |
As readers move through a text, they engage in various types of processes that, if all goes well, result in a mental representation that captures their interpretation of the text. With each new text segment the reader engages in passive and, at times, reader-initiated processes. These processes are strongly influenced by the readers’ representation of the preceding text and, in turn, update this very same representation. This updated representation forms the backdrop for the processing of the next text segment, and so on. Thus, passive and reader-initiated processes and the evolving representation engage in a continual, intricate interaction as the reader moves through the text. We provide a framework for conceptualizing the interplay between these three components of comprehension and propose that (1) passive and reader-initiated processes interact during reading; (2) a reader’s standards of coherence moderate what kind and to what extent reader-initiated processes take place; (3) reader-initiated processes lie along a continuum from close-to-the-text, coherence-building processes to far-from-the-text, interpretive processes; and (4) the moment-to-moment processes and the evolving mental representation interact in a reciprocal fashion. We present results from recent experiments on key aspects of the framework, and identify questions the framework raises. We conclude with implications from this conceptualization for theoretical models of reading comprehension
Cognition · Cognitive psychology · Cognitive science · Coherence (philosophical gambling strategy · Comprehension · Conceptualization · Interpretation (philosophy · Linguistics · Mental representation · Reading (process · Reading comprehension · Reciprocal · Representation (politics · Computer Science · Educational Strategies and Epistemologies · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Artificial Intelligence
Standards of Cohesion and Coherence
Writings by philologists of the past as a basis for shaping linguistic personality of a modern teacher
La valeur des informations
Guiding and Grouping Readers for Scaffolding Text Comprehension in the Science Classroom Using Three-Level Reading Guides
Exploring the pedagogical dimension for English-taught courses in European higher education
The differential effects of mathematical reasoning on macro and micro spatial term comprehension in young children
First and second language speaker understanding of implausible English passives in discourse contexts
Understanding the Stagnation
The Role of Linguistic Structure in Sentence and Text Comprehension
Construction of Coherence in Narrative Comprehension
Validation processes and reading purpose
Unlocking the Magic
Story order in attribution of moral responsibility
Effects of lecture video styles on engagement and learning
The Relationship Between Students’ Writing Process, Text Quality, and Thought Process Quality in 11th-Grade History and Philosophy Assignments
Effects of two computer-based interventions on reading comprehension
Effects of timing of formative feedback in computer‐assisted learning environments
Online processing while monitoring worked-out examples with embedded errors
High-achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior
Lectura y escritura
How to assist the students while learning from text? Effects of inserting adjunct questions on text processing
The influence of methods of selecting concepts of an expository text on different reading representations' predictive ability
The proof of the translation process is in the reading of the target text
Impact of audio on navigation strategies in children and adults with dyslexia
Executive Functions and Reading Skills in Low-Risk Preterm Children
On the Use of Narrative Structure and Encapsulation for Health-related Stories Contained Within Digital News Packages
A randomized controlled trial to test the effect of simplified guidance with visuals on comprehension of Covid-19 guidelines and intention to stay home if symptomatic
Validation
Fostering disciplinary literacy through model annotations
Anchoring your bridge
Examining the Online Processing of Satirical Newspaper Headlines
Summarizing as a Strategy for Science Text Comprehension
Syntactic subordination affects discourse accessibility and subjective propositional importance
Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents
Interaction of Script Knowledge and Temporal Discourse Cues in a Visual World Study
Getting a Grip
Modeling Satirical Uptake Using Discourse Processing Methods
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
Differentiating Text-Based and Knowledge-Based Validation Processes during Reading
Interactions Between Lower- and Higher-Level Processing When Reading in a Second Language
A Paradigm for the missing middle
Historical Perspective Taking and the Self in Online Community Discussions
Relations among Executive Function, Decoding, and Reading Comprehension
Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning
When prospective information conflicts with current information
Using think-aloud methods to investigate inter- and intra-individual differences in reading processes
Validating a Reading Comprehension Assessment for College Students
Written Versus Oral Cues
Methodological Issues in Literacy Research Across Languages
Multiple‐Text Comprehension and Evaluation
English Language Learners' Comprehension of Logical Relationships in Expository Texts
The Skills of Document Use
Causal thinking and the representation of narrative events
The effects of readers’ goals on inference generation and memory for texts
A spreading activation theory of memory
Constructing inferences during narrative text comprehension.
Updating a mental model
Inference during reading.
Chapter 9 Toward a Comprehensive Model of Comprehension
Updating a situation model
Toward a theory of automatic information processing in reading
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
A solution to Plato's problem
The Construction of Situation Models in Narrative Comprehension
Toward a model of text comprehension and production.
The role of knowledge in discourse comprehension
The Handbook of Psycholinguistics
How word decoding skill impacts text memory
An analysis of narratives
An introduction to latent semantic analysis
Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension
The Scope of Memory-Based Processing
Have We Been Searching for Meaning in All the Wrong Places? Defining the "Search After Meaning" Principle in Comprehension
Causal networks versus goal hierarchies in summarizing text∗
Sert
Accessing the discourse representation during reading
Logical necessity and transitivity of causal relations in stories
Coherence Threshold and the Continuity of Processing
Task effects and individual differences in on‐line processing of the topic structure of a text
Discourse comprehension
Effects of Discourse Type on Recall
Effective Practices for Developing Reading Comprehension
Story understanding as problem-solving
| Unique citing works | 51 |
|---|---|
| Citations per year | 6,38 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |