Answering questions from oceanography texts
Learner, task, and text characteristics
Bibliographic Data
| ID | 11273095 |
|---|---|
| Authors | Susan R Goldman (0000-0002-9578-5618, University of California, Santa Barbara, corresponding author), Richard P Durán (University of California, Santa Barbara) |
| Year | 1988 |
| Volume | 11 |
| Issue | 4 |
| Pages | 373-412 |
| Publication date | 1988-10-01 |
| 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 | 10.1080/01638538809544710 |
| OpenAlex | W2020101023 |
| Language | EN |
| Citations received | 13 |
| References cited | 15 |
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described what they were doing to answer the questions. Students varied in level of expertise, based on their backgrounds in related science courses. The questions varied in terms of their relation to the text and the types of processing required to answer them. Solution strategies were abstracted from the protocols and indicated predicted effects of question type on difficulty and on solution strategies. Differences among individuals were related to domain expertise and to language background
Cognitive science · Comprehension · Linguistics · Mathematics education · Natural language processing · Protocol analysis · Question answering · Reading (process · Reading comprehension · Task (project management · Computer Science · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Testing and refining the direct and inferential mediation model of reading comprehension.
Eliciting Self‐Explanations Improves Understanding
Resolv
How to assist the students while learning from text? Effects of inserting adjunct questions on text processing
Assessing reading comprehension in adolescent low achievers
Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
Learning from texts
Effects of Information Search Tasks on the Comprehension of Instructional Text
Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts
Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
Reading From Multiple Documents
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts
Literacy, language, and learning
Protocol Analysis
Text processing of domain-related information for individuals with high and low domain knowledge
Acquisition of domain-related information in relation to high and low domain knowledge
An Attainable Version of High Literacy
Novice strategies for processing scientific texts
Becoming Literate in English as a Second Language
The Comprehension Strategies of Second Language Readers
Use of Top-Level Structure in Text
Levels of Questioning
Learning to Learn
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,41 |
| Citation span | 1994 - 2022 (29) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |