Text Comprehension and Discourse Processing
Bibliographic Data
| ID | 23658643 |
|---|---|
| Authors | Kirsten R Butcher (0000-0002-7433-0972, University of Utah), Walter Kintsch (University of Colorado Boulder) |
| Year | 2012 |
| Publication date | 2012-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | OTHER |
| Venue | Handbook of Psychology, Second Edition (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781118133880.hop204021 |
| OpenAlex | W2096537995 |
| ISBN | 9781118133880 |
| Language | EN |
| Citations received | 1 |
| References cited | 147 |
This chapter examines text comprehension and discourse processing from a cognitive standpoint, exploring research evidence that forms the basis for what is known about how individuals learn from text and discourse. First, the history of text comprehension and discourse analysis is discussed. Next, basic processes of memory are discussed, focusing on the influence of short- and long-term memory on comprehension. The chapter then examines how aspects of the learning situation can influence comprehension outcomes, discussing factors internal to the learner (e.g., prior knowledge) as well as factors external to the individual (e.g., characteristics of the text). We explore differences between traditional, printed materials and new, online informational resources that have become increasingly common and widely used for learning. Finally, we consider several existing models of comprehension and knowledge representations, discussing the implications to our overall understanding of what comprehension means and how it can be promoted. Although there remains no exact recipe for creating comprehension in a learner, research has uncovered many of the key ingredients necessary for successful learning outcomes. Continued research in comprehension has led us to an increasingly clear understanding of how individuals learn from text, and technology-based materials are poised to create personalized learning opportunities that structure learning opportunities for individual comprehenders.
Cognition · Cognitive psychology · Cognitive science · Comprehension · Linguistics · Reading (process) · Reading comprehension · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
The Skills of Document Use
Using Language
Multimedia Learning
The Cambridge Handbook of Multimedia Learning
WordNet
Quantifying Qualitative Analyses of Verbal Data
Promoting general metacognitive awareness
Recall of previously unrecallable information following a shift in perspective
Syntactic processing of connected speech
Eliciting Self‐Explanations Improves Understanding
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
Constructing arguments from multiple sources
Constructing inferences during narrative text comprehension.
Inference during reading.
The use of advance organizers in the learning and retention of meaningful verbal material.
Individual differences in working memory and reading
Testing and refining the direct and inferential mediation model of reading comprehension.
Lexical access during sentence comprehension
A solution to Plato's problem
Long-term working memory.
Sentence memory
Cognitive Tutors
What's new? Acquiring New information as a process in comprehension
Sentence memory
A capacity theory of comprehension
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Discourse Comprehension
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Toward a model of text comprehension and production.
The role of knowledge in discourse comprehension
Strategies of discourse comprehension
Semantics
Metaphor Comprehension
Rethinking Innateness
College student Web use, perceptions of information credibility, and verification behavior
Interacting With Hypertext
Self-Directed Learning and the Sensemaking Paradox
Allocating Time Across Multiple Texts
Text comprehension, memory, and learning
Contextual Specificity in the Activation of Predictive Inferences
Coh-Metrix
On babies, bath water, and schemata
Semantic and Episodic Effects on Bridging Inferences
Learning from texts
Information accretion and reduction in text processing
Exploring Encoding and Retrieval Effects of Background Information on Text Memory
Processing components of college‐level reading comprehension
Reading Strategies and Hypertext Comprehension
Working‐memory capacity and the use of elaborative inferences in text comprehension
Noticing and Revising Discrepancies as Texts Unfold
A trading relationship between reading skill and domain knowledge in children's text comprehension
The Role of Coherence Relations and Their Linguistic Markers in Text Processing
Applying the Landscape Model to Comprehending Discourse From TV News Stories
The measurement of textual coherence with latent semantic analysis
Resolving signals to cohesion
Learning from text
Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts
Discourse comprehension
Revising Social Studies Text from a Text-Processing Perspective
The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts
Remember that old theory of memory? Well, forget it
Scripts, plans, goals, and understanding
Sociolinguistic Patterns
Situation models in language comprehension and memory
Models of understanding text
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 2007 - 2007 (1) |
| Citation velocity | historical |
| Highly cited | No |