Memory and inference in the comprehension of oral and written discourse∗
Bibliographic Data
| ID | 11273665 |
|---|---|
| Authors | Angela Hildyard (Institute for Christian Studies, corresponding author), David R Olson (0000-0002-6763-3449, Institute for Christian Studies) |
| Year | 1978 |
| Volume | 1 |
| Issue | 2 |
| Pages | 91-117 |
| Publication date | 1978-04-01 |
| 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 | 10.1080/01638537809544431 |
| OpenAlex | W2036748693 |
| Language | EN |
| Citations received | 20 |
| References cited | 13 |
Three different inference types are considered in this paper: Propositional inferences which are necessary by virtue of the structure of the statements; Enabling inferences which are necessary by virtue of the structure of the discourse as a whole; and Pragmatic inferences which are invited by the content of the statements. In the first study, children from grades 4 and 6 were found to be able to differentiate between Pragmatic and Propositional inferences. In the second study, grade 5 children were found to differentiate Proposition and Enabling inferences from Pragmatic inferences. This ability to differentiate necessary from invited inferences was found to develop with age and ability. The children derived the inferences from either oral or written statements and narratives. Listening as opposed to reading was found to affect inference production. Readers were better able to verify statements referring to incidental story details. Listeners were better able to verify statements referring to the gist or meaning of the narrative
Active listening · Cognitive psychology · Comprehension · Inference · Linguistics · Meaning (existential · Narrative · Proposition · Reading (process · Reading comprehension · Communication · Computer Science · Language Development and Disorders · Memory Processes and Influences · Psychology · Reading and Literacy Development · Artificial Intelligence
Perspektiven der Kognitiven Linguistik
Incidental Acquisition of Multiword Expressions Through Audiovisual Materials
Reading comprehension disabilities
On the Language and Authority of Textbooks
Dimensions of Consumer Expertise
Readers' Expectations for Story Structures
Coherence
Patterns of information requests
Text and Discourse
Enhancing Chinese EFL Learners’ Listening Inferential Ability through Dynamic Assessment
Diagnosing listening and reading skills in the Chinese EFL context
Readers' and listeners' use of Cohesive ties in processing relational meaning
On differences between spoken and written language∗
Discourse context and sentence perception∗
The relationship between reading ability and expectations for story structures∗
Children's production of inferences from oral texts∗
Individual differences in inference processes
On the Theoretical Foundations of Orality and Literacy
A New Design for Process-Product Research on the Quality of Discourse in Teaching
A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition
| Unique citing works | 20 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 1979 - 2025 (47) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 20 |