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Commentary on the special issue: new approaches to figurative language research Discourse Processes (IF 2.437) Pub Date : 2024-02-21 Heather J. Ferguson
The papers in this Special Issue showcase some of the current work that aims to understand how people attribute meaning when speakers employ figurative language. Figurative language serves various ...
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Introduction to the special issue on new approaches to figurative language research Discourse Processes (IF 2.437) Pub Date : 2024-02-21 Henri Olkoniemi, Ruth Filik
The use and interpretation of figurative expressions (e.g., irony, idiom, and metaphor) is an integral part of everyday human communication. Thus, the ability to comprehend figurative language unde...
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Reflections on Roy O. Freedle Discourse Processes (IF 2.437) Pub Date : 2024-02-08 Arthur C. Graesser
Published in Discourse Processes (Ahead of Print, 2024)
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Instructing Hugs for the Photograph: The Local Achievement of Haptic Compositions and Their Public Visibility Discourse Processes (IF 2.437) Pub Date : 2024-01-12 Lorenza Mondada, Burak S. Tekin, David Monteiro
Hugs are a pervasive practice characterizing human sociality. They involve the persons engaged in hugging as well as other persons who might witness it for various purposes. This article examines t...
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Text analysis approach to measuring text social information in children’s picture books Discourse Processes (IF 2.437) Pub Date : 2023-12-30 Meghan M. Davidson
Text social information includes the cognitive processes and social communication skills that support real or hypothetical human thought or interaction. The current measure of text social informati...
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Vocabulary size and exposure to print predict mastery of connectives in teenage years Discourse Processes (IF 2.437) Pub Date : 2023-12-30 Ekaterina Tskhovrebova, Sandrine Zufferey, Elena Tribushinina
Connectives such as because and but are crucial for signaling coherence relations in discourse. They contribute to a better reading comprehension and, thus, academic performance. The aim of this ar...
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The costs of multimodal metaphors: comparing ERPs to figurative expressions in verbal and verbo-pictorial formats Discourse Processes (IF 2.437) Pub Date : 2023-12-18 Valentina Bambini, Giacomo Ranieri, Luca Bischetti, Biagio Scalingi, Chiara Bertini, Irene Ricci, Walter Schaeken, Paolo Canal
Psycholinguistic research on metaphor has focused on verbal material. Yet, metaphors frequently occur in a multimodal format, blending words and pictures to convey meaning. Here we compared verbal ...
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Eye-tracking evidence from attachment structures favors a serial model of discourse–sentence interactivity Discourse Processes (IF 2.437) Pub Date : 2023-11-14 Jack Dempsey, Anna Tsiola, Kiel Christianson
Many psycholinguistic studies examine how people parse sentences in isolation; however, years of work in discourse processing have shown that sentence-level interpretations are influenced at some s...
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Structural repetition in responses to indirect requests Discourse Processes (IF 2.437) Pub Date : 2023-11-14 Katherine Chia, Ashley A. Edwards, Christopher Schatschneider, Michael P. Kaschak
We report three experiments that assess whether structural priming in a question–answer dialogue context is affected by the use of direct requests, conventional indirect requests, and nonconvention...
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Pinning down the interaction between animacy and syntactic function in the interpretation of German and Italian personal and demonstrative pronouns Discourse Processes (IF 2.437) Pub Date : 2023-11-14 Markus Bader, Jacopo Torregrossa, Esther Rinke
This article investigates how animacy in interaction with the syntactic function of a referent’s antecedent determines the interpretation of different types of pronouns and demonstratives in German...
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Epistemicity and communicative strategies Discourse Processes (IF 2.437) Pub Date : 2023-10-23 Alexandra Lorson, Hannah Rohde, Chris Cummins
When communicating, interlocutors negotiate knowledge by proposing propositional content to be added to their shared common ground. The way in which speakers put forward propositional content – exp...
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Non-gendered pronoun processing: an investigation of the gender non-specific third person singular pronoun ‘TA’ in Chinese Discourse Processes (IF 2.437) Pub Date : 2023-10-23 Jordan Gallant, Kerry Sluchinski
This study investigated the processing of the Chinese nongendered third-person singular pronoun, “TA,” in a series of self-paced reading experiments. We begin by investigating the perceived appropr...
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Demo “but”-prefaced responses to inquiry in Japanese Discourse Processes (IF 2.437) Pub Date : 2023-10-23 Yuki Arita
This conversation analytic study investigates the use of the Japanese contrastive marker demo “but” as a preface to responses to polar questions. Demo-prefaced responses are one type of nonconformi...
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Comprehending irony in text: evidence from scanpaths Discourse Processes (IF 2.437) Pub Date : 2023-10-16 Henri Olkoniemi, Diane Mézière, Johanna K. Kaakinen
Eyetracking studies have shown that readers reread ironic phrases when resolving their meaning. Moreover, it has been shown that the timecourse of processing ironic meaning is affected by reader’s ...
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Emotional shifts, event-congruent emotions, and transportation in narrative persuasion Discourse Processes (IF 2.437) Pub Date : 2023-10-04 Marie-Luise C. R. Schmidt, Julia R. Winkler, Markus Appel, Tobias Richter
Emotional shifts in stories are assumed to contribute to narrative persuasion by enhancing engagement with the story. This effect might depend on the congruency of audiences’ emotional experience t...
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How literary text reading is influenced by narrative voice and focalization: evidence from eye movements Discourse Processes (IF 2.437) Pub Date : 2023-10-02 Lijuan Chen, Xiaodong Xu, Hongling Lv
A fictional story is always narrated from a certain narrative voice and mode of focalization. These core narrative techniques have a major impact on how readers interpret the narrative plot and con...
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Correction Discourse Processes (IF 2.437) Pub Date : 2023-08-20
Published in Discourse Processes (Vol. 60, No. 6, 2023)
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Politeness and the communication of uncertainty when breaking bad news Discourse Processes (IF 2.437) Pub Date : 2023-08-23 Harry T. Clelland, Matthew Haigh
Uncertain language can be used to express genuine uncertainty but can also be used to manage face (e.g., by softening bad news). These conflicting motivations can create ambiguity in health communi...
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Exploring the spatial gradient effect in narratives Discourse Processes (IF 2.437) Pub Date : 2023-08-18 Emily R. Smith, R. Brooke Lea, Edward J. O’Brien
The current set of experiments was designed to explore the processing of spatial information during reading, specifically the spatial-shift effect and the spatial-gradient effect. Experiments 1 and...
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Introduction to special issue Discourse Processes (IF 2.437) Pub Date : 2023-07-27 Daphne Greenberg, Jason L. G. Braasch, Elizabeth L. Tighe
Published in Discourse Processes (Vol. 60, No. 4-5, 2023)
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Families’ discursive practices in data discussions about migration histories Discourse Processes (IF 2.437) Pub Date : 2023-07-06 Daryl Axelrod, Jennifer Kahn
ABSTRACT Large-scale data and data visualizations are ubiquitous now in the stories that shape our society. In particular, these stories influence youth and families’ communication and understanding of scientific, social, and personal issues. Consequently, we need to better understand how youth and families can engage and learn with the tools that generate such narratives. This study reports on a qualitative
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Anchoring your bridge: the importance of paraphrasing to inference making in self-explanations Discourse Processes (IF 2.437) Pub Date : 2023-07-06 Danielle S. McNamara, Natalie Newton, Katerina Christhilf, Kathryn S. McCarthy, Joseph P. Magliano, Laura K. Allen
ABSTRACT Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers’ comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to individual differences and comprehension outcomes
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Developmental differences in children’s generation of knowledge-based inferences Discourse Processes (IF 2.437) Pub Date : 2023-07-05 Nicola K. Currie, Kate Cain
ABSTRACT We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference
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Social justice reasoning when students learn about social issues using multiple texts Discourse Processes (IF 2.437) Pub Date : 2023-05-17 Alexandra List
ABSTRACT In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which these are reflective of social justice reasoning
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Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy Discourse Processes (IF 2.437) Pub Date : 2023-05-17 John Hollander, John Sabatini, Art Graesser, Daphne Greenberg, Tenaha O’Reilly, Jan Frijters
ABSTRACT Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and
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Engagement with narrative characters: the role of social-cognitive abilities and linguistic viewpoint Discourse Processes (IF 2.437) Pub Date : 2023-05-17 Lynn S. Eekhof, Kobie van Krieken, José Sanders, Roel M. Willems
ABSTRACT This article explores the role of text and reader characteristics in character engagement experiences. In an online study, participants completed several self-report and behavioral measures of social-cognitive abilities and read two literary narratives in which the presence of linguistic viewpoint markers was varied using a highly controlled manipulation strategy. Afterward, participants reported
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Working memory capacity as a predictor of multiple text comprehension Discourse Processes (IF 2.437) Pub Date : 2023-05-08 Lena Hildenbrand, Jennifer Wiley
ABSTRACT The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only performance on the inference questions was uniquely
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The role of processing foregrounding in empathic reactions in literary reading Discourse Processes (IF 2.437) Pub Date : 2023-05-01 Giulia Scapin, Cristina Loi, Frank Hakemulder, Katalin Bálint, Elly Konijn
ABSTRACT A considerable body of research has examined the age-old assertion that reading literature enhances empathy, however, mixed results have been found. The present study attempts to clarify such disparities, investigating the role of foregrounding in possible differences in readers’ processing of literary texts and its connection with readers’ empathic reactions. We asked participants (N = 78)
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Anaphoric reference to mereological entities Discourse Processes (IF 2.437) Pub Date : 2023-04-27 Derya Cokal, Ruth Filik, Patrick Sturt, Massimo Poesio
ABSTRACT Corpus evidence suggests that in contexts in which the presence of multiple antecedents might favor plural reference, the disadvantage observed for singular reference may disappear if the potential antecedents are combined in a group-like plural entity. We examined the relative salience of antecedents in conditions where the context either made a group interpretation available (i.e., mereological
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Gendered Representations of Person Referents Activated by the Nonbinary Gender Star in German: A Word-Picture Matching Task Discourse Processes (IF 2.437) Pub Date : 2023-04-19 Lisa Zacharski, Evelyn C. Ferstl
ABSTRACT The public debate on the use of the German nonbinary gender asterisk (Lehrer*in ‘teacher’) is emotionally charged. While it has been adopted by political and educational institutions, opponents argue that it is inappropriate for making persons identifying themselves beyond the male-female-dichotomy more visible. We investigated this claim by using a word-picture matching task directly assessing
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Representation of predictive inferences when multiple alternatives are available Discourse Processes (IF 2.437) Pub Date : 2023-04-19 Edward A. Cranford, Jarrod Moss
ABSTRACT When a situation could lead to multiple mutually exclusive consequences, recent research shows that people automatically generate multiple predictive inferences in memory. Several theoretical mechanisms have been proposed to account for the generation of predictive inferences. One hypothesis is that inferences are minimally encoded, represented only by a set of semantic features related to
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Role of advanced theory of mind in teenagers’ evaluation of source information Discourse Processes (IF 2.437) Pub Date : 2023-04-19 Yann Dyoniziak, Anna Potocki, Jean-François Rouet
ABSTRACT With the development of the Internet as a main source of information, teenagers are increasingly faced with multiple documents which may contain contradictory statements, and whose reliability must be assessed. One way to assess information reliability is to evaluate the source of the information (e.g., author expertise, intention). However, teenagers rarely engage in such a sourcing process
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Discourse Processes Adopts the Transparency and Openness Promotion Guidelines Discourse Processes (IF 2.437) Pub Date : 2023-04-14 Johanna K. Kaakinen, Catherine M. Bohn-Gettler
ABSTRACT The Discourse Processes editorial team has decided to adopt the Transparency and Openness Promotion guidelines. The purpose of the guidelines is to help researchers, journal editors, and reviewers adopt practices that support transparency, openness, and reproducibility of research. The guidelines include eight transparency standards regarding (1) citations of data and materials, (2) data sharing
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Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind Discourse Processes (IF 2.437) Pub Date : 2023-04-13 Raffaele Dicataldo, Ughetta Moscardino, Irene Cristina Mammarella, Maja Roch
ABSTRACT Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children’s comprehension remains unclear. This study investigated the contribution of
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Events shape long-term memory for story information Discourse Processes (IF 2.437) Pub Date : 2023-03-27 Maverick E. Smith, Christopher A. Kurby, Heather R. Bailey
ABSTRACT We segment what we read into meaningful events, each separated by a discrete boundary. How does event segmentation during encoding relate to the structure of story information in long-term memory? To evaluate this question, participants read stories of fictional historical events and then engaged in a postreading verb arrangement task. In this task, participants saw verbs from each of the
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Testing the independent effects of refutations and summaries on understanding Discourse Processes (IF 2.437) Pub Date : 2023-03-23 Lena Hildenbrand, Lamorej Roberts, Jennifer Wiley
ABSTRACT The present experiment explored the independent effects of refutations and summaries to prevent student misunderstandings when learning from an introductory psychology text on cognitive dissonance. Explicitly presenting and refuting a common misconception about cognitive dissonance did not improve performance on comprehension questions that required understanding of the topic, but adding a
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Processes and products of readers’ journeys to narrative worlds Discourse Processes (IF 2.437) Pub Date : 2023-03-23 Richard J. Gerrig
ABSTRACT In this article, I use the metaphor that readers journey to narrative worlds to review research that has spanned my career. In the first section, I consider the processes that enable readers to undertake these journeys as well as the processes that allow them to participate in the narrative worlds once they have arrived. In the second section, I review research that supports claims that readers’
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Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media Discourse Processes (IF 2.437) Pub Date : 2023-02-14 Christian C. Steciuch, Keith Millis, Ryan D. Kopatich
ABSTRACT A large body of research has outlined how mental models are formed by comprehending texts, yet relatively less work has been conducted in the field of comprehending artworks. Trans-symbolic comprehension (TSC) processes have been theorized to partially account for how mental models are formed across media. The current study tested whether participants use these processes similarly across reading
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Reading perspectives moderate text-belief consistency effects in eye movements and comprehension Discourse Processes (IF 2.437) Pub Date : 2023-02-06 Johanna Abendroth, Tobias Richter
ABSTRACT Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers’ prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent
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Sounding others’ sensations in interaction Discourse Processes (IF 2.437) Pub Date : 2023-01-25 Leelo Keevallik, Emily Hofstetter, Ann Weatherall, Sally Wiggins
ABSTRACT This study investigates the practice of “sounding for others,” wherein one person vocalizes to enact someone else’s putatively ongoing bodily sensation. We argue that it constitutes a collaborative way of performing sensorial experiences. Examples include producing cries with others’ strain or pain and parents sounding an mmm of gustatory pleasure on their infant’s behalf. Vocal sounds, their
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The role of relevance determinations in multiple text reading and writing: an investigation of the MD-TRACE Discourse Processes (IF 2.437) Pub Date : 2023-01-09 Hye Yeon Lee, Alexandra List
ABSTRACT This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant
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Masculine generic pronouns as a gender cue in generic statements Discourse Processes (IF 2.437) Pub Date : 2022-12-21 Theresa Redl, Agnieszka Szuba, Peter de Swart, Stefan L. Frank, Helen de Hoop
ABSTRACT An eye-tracking experiment was conducted with speakers of Dutch (N = 84, 36 male), a language that falls between grammatical and natural-gender languages. We tested whether a masculine generic pronoun causes a male bias when used in generic statements—that is, in the absence of a specific referent. We tested two types of generic statements by varying conceptual number, hypothesizing that the
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Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation Discourse Processes (IF 2.437) Pub Date : 2022-12-20 Leen Catrysse, Margot Chauliac, Vincent Donche, David Gijbels
ABSTRACT This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation
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In Pursuit of a Good Conversation: How Contribution Balance, Common Ground, and Conversational Closings Influence Conversation Assessment and Conversational Memory Discourse Processes (IF 2.437) Pub Date : 2022-12-12 Andrew J. Guydish, Jean E. Fox Tree
ABSTRACT How do people determine whether a conversation is good or bad? Do conversational phenomena (reaching common ground, striving to contribute equally, successful conversational closings) influence judgments of conversation quality and recall of conversations? We tested whether individuals reading previously transcribed conversations considered psycholinguistic characteristics in their assessments
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Sarcasm Across Time and Space: Patterns of Usage by Age, Gender, and Region in the United States Discourse Processes (IF 2.437) Pub Date : 2022-12-02 Alexander A. Johnson, Roger J. Kreuz
ABSTRACT Past research has highlighted some differences in how sarcasm is interpreted by different groups of individuals as well as biases in individuals’ expectations regarding who is more likely to use it (e.g., occupation, gender). However, examinations of patterns of sarcasm production have been much less frequent. The current research extends past work highlighting the relationship between sarcasm
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Teachers’ gestures for building listening and spoken language skills Discourse Processes (IF 2.437) Pub Date : 2022-11-23 Kristella Montiegel
ABSTRACT This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find
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The Development of Referring Expression Use from Age 4 to 7 in Swedish-Speaking Children Discourse Processes (IF 2.437) Pub Date : 2022-10-31 Jorrig Vogels, Josefin Lindgren
ABSTRACT When telling a story, a speaker needs to refer to story characters using appropriate expressions, which requires a mental model of the discourse. We hypothesize that, compared to those of adults, children’s discourse models are based more on factors that are less cognitively demanding, such as animacy, and as they grow older, discourse factors such as givenness will start to play a larger
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Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study Discourse Processes (IF 2.437) Pub Date : 2022-10-13 Sarah S. Hughes-Berheim, Spyridoula Cheimariou, John F. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett
ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent
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Modeling Satirical Uptake Using Discourse Processing Methods Discourse Processes (IF 2.437) Pub Date : 2022-10-06 Stephen Skalicky
ABSTRACT Informed by a theoretical model of satirical uptake, this study investigated processing behavior and comprehension of satirical news articles. Reading times for segments of minimally different satirical and non-satirical texts were collected using within-subjects (Experiment 1) and between-subjects (Experiment 2) designs. Segment reading times and participant familiarity with news genres were
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Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders Discourse Processes (IF 2.437) Pub Date : 2022-09-12 Caterina Artuso, Paola Palladino
ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting
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Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue Discourse Processes (IF 2.437) Pub Date : 2022-09-05 Judith Holler, Janet Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons
ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face
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Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics Discourse Processes (IF 2.437) Pub Date : 2022-08-05 Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn
ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational
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Seeing Through the Character’s Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading Discourse Processes (IF 2.437) Pub Date : 2022-07-29 Püren Öncel, Sarah D. Creer, Laura K. Allen
ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts
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Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation Discourse Processes (IF 2.437) Pub Date : 2022-07-11 Lisa Scharrer, Vanessa Pape, Marc Stadtler
ABSTRACT Research has shown that laypeople tend to rely on their own evaluations when encountering scientific text information that is easy to comprehend. This easiness effect of science popularization leaves them vulnerable to uncritically accepting misinformation presented in a simplified manner. The present study investigated whether warnings of misinformation frequently used in social networks
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Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study Discourse Processes (IF 2.437) Pub Date : 2022-07-04 Sandra Debreslioska, Marianne Gullberg
ABSTRACT The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational
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Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity Discourse Processes (IF 2.437) Pub Date : 2022-06-29 M. Anne Britt, Amanda Durik, Jean-François Rouet
ABSTRACT The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading
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It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign Discourse Processes (IF 2.437) Pub Date : 2022-06-27 Greg Trevors, Farhaan Ladhani
ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional
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“He May Certainly Have Forgotten”: Processing of Nested Epistemic Expressions Discourse Processes (IF 2.437) Pub Date : 2022-06-06 Zhuang Qiu, Fernanda Ferreira
ABSTRACT This article presents a series of three experiments investigating the processing of nested epistemic expressions, utterances containing two epistemic modals in one clause, such as “he certainly may have forgotten.” While some linguists claim that in a nested epistemic expression one modal is semantically embedded within the scope of the other modal based on the word order, it is possible that
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Integration in Multiple-Document Comprehension: A Natural Language Processing Approach Discourse Processes (IF 2.437) Pub Date : 2022-06-06 Allison N. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, Sarah D. Creer, Danielle S. McNamara, Laura, K. Allen
ABSTRACT The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources
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Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels Discourse Processes (IF 2.437) Pub Date : 2022-05-16 Catharina Tibken, Tobias Richter, Wienke Wannagat, Sandra Schmiedeler, Nicole von der Linden, Wolfgang Schneider
ABSTRACT The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Mage = 12.02 years) and 8/9 (Mage = 14.07 years) at two measurement