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Working toward a theoretical model for source comprehension in everyday discourse Discourse Processes (IF 1.612) Pub Date : 2021-04-15 Jason L. G. Braasch, Erica D. Kessler
ABSTRACT Comprehension substantially benefits from attending to, thinking about, and mentally representing the sources of any presented information. Such processes require mental effort and unfortunately people do not always engage in such activities. The current article presents a nascent, evolving model of discourse comprehension that formalizes mechanisms to predict and explain people’s strategic
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Audience Design in Collaborative Dialogue between Teachers and Students Discourse Processes (IF 1.612) Pub Date : 2021-04-06 Christina Turner, Dominique Knutsen
ABSTRACT When two people interact, reference presentation is shaped with the intention of supporting addressee understanding, allowing for ease of acceptance, thus minimizing overall collaborative effort. To date, analysis of such audience design has focused largely on adult–adult or adult–child interaction but seldom on adult–teenager interaction, including teacher–student interaction. An experiment
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Do different kinds of introductions influence comprehension and memory for scientific explanations? Discourse Processes (IF 1.612) Pub Date : 2021-04-05 Michael C. Mensink, Panayiota Kendeou, David N. Rapp
ABSTRACT Compelling and interesting introductions are considered an important way of fostering reader engagement with expository-text content. But only a handful of projects have examined this prescriptive advice. In three experiments, we examined the effects of two different genres of introductions—narrative and expository—on comprehension and memory for texts providing scientific explanations. In
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Introduction to the Special Issue on Emotions in Reading, Learning, and Communication Discourse Processes (IF 1.612) Pub Date : 2021-03-24 Catherine M. Bohn-Gettler, Johanna K. Kaakinen
ABSTRACT In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discourse. Importantly, the valence and activation
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The Representation of Emotion Inferences Discourse Processes (IF 1.612) Pub Date : 2021-03-05 Micah L. Mumper, Richard J. Gerrig
ABSTRACT While research has repeatedly found evidence that readers infer characters’ emotions, we investigate three outstanding questions about the content and time course of such inferences. We ask whether even simple narratives give rise to emotion inferences, in what form such inferences are encoded into long-term memory, and whether they are uniquely bound to the character whose actions prompted
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Embodied Responses to Questions-in-Progress: Silent Nods as Affirmative Answers Discourse Processes (IF 1.612) Pub Date : 2021-03-01 Elwys De Stefani
ABSTRACT This study examines head nods produced as embodied and silent answers to polar questions before a transition relevance place has been reached. It discusses the notion of “response” and the ways in which the literature conceptualizes head nods. The analysis of video recordings of ordinary and institutional multiparty interactions shows that answer-nods rely on mutual gaze and that affirmative
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Micro-Sequential Coordination in Early Responses Discourse Processes (IF 1.612) Pub Date : 2021-02-22 Arnulf Deppermann, Axel Schmidt
ABSTRACT Our study deals with early bodily responses to directives (requests and instructions, i.e., second pair parts [SPPs]) produced before the first pair part (FPP) is complete. We show how early bodily SPPs build on the properties of an emerging FPP. Our focus is on the successive incremental coordination of components of the FPP with components of the SPP. We show different kinds of micro-sequential
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Packaging Information as Fact Versus Opinion: Consequences of the (Information-)Structural Position of Subjective Adjectives Discourse Processes (IF 1.612) Pub Date : 2021-02-17 Elsi Kaiser, Catherine Wang
ABSTRACT How do we distinguish fact from opinion? We tested whether people’s ability to detect opinion-based content—as indicated by the use of subjective adjectives (e.g., amazing, frustrating)—depends on the linguistic position of the adjective. Our results show that simply changing the linguistic structure of a sentence influences our perception of the sentence’s subjectivity: The same basic information
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Introduction to the Special Issue: Integration: The Keystone of Comprehension Discourse Processes (IF 1.612) Pub Date : 2021-02-03 Kate Cain, Jane Oakhill
(2021). Introduction to the Special Issue: Integration: The Keystone of Comprehension. Discourse Processes: Vol. 58, Integration: The Keystone of Comprehension, pp. 1-1.
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Early Responses: An Introduction Discourse Processes (IF 1.612) Pub Date : 2021-02-05 Arnulf Deppermann, Lorenza Mondada, Simona Pekarek Doehler
ABSTRACT This special issue investigates early responses—responsive actions that (start to) unfold while the production of the responded-to turn and action is still under way. Although timing in human conduct has gained intense interest in research, the early production of responsive actions has so far largely remained unexplored. But what makes early responses possible? What do such responses tell
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Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing Discourse Processes (IF 1.612) Pub Date : 2021-02-04 Kyung Ja Kim, Tae-Il Pae
ABSTRACT The present study examined the complex structural relationships between the factors that influence L2 writing in more and less cognitively demanding tasks. To this end, 298 10th graders were recruited from a local high school in Korea. Participants completed tasks measuring L1 and L2 writing skills, L2 reading comprehension, L2 proficiency, L2 motivation, and L2 anxiety. Data were analyzed
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The Online Processing of Causal and Concessive Relations: Comparing Native Speakers of English and German Discourse Processes (IF 1.612) Pub Date : 2021-02-04 Alice Blumenthal-Dramé
ABSTRACT This article presents a self-paced reading study comparing the online processing of interclausal discourse relations in native speakers of English and German. The study aims to contribute to two overarching questions: First, it puts to the test the so-called causality-by-default hypothesis, which states that causality is a default assumption, whereas concession is less inferable and thus cognitively
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Early Responses: An Introduction Discourse Processes (IF 1.612) Pub Date : 2021-02-05 Arnulf Deppermann, Lorenza Mondada, Simona Pekarek Doehler
ABSTRACT This special issue investigates early responses—responsive actions that (start to) unfold while the production of the responded-to turn and action is still under way. Although timing in human conduct has gained intense interest in research, the early production of responsive actions has so far largely remained unexplored. But what makes early responses possible? What do such responses tell
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Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing Discourse Processes (IF 1.612) Pub Date : 2021-02-04 Kyung Ja Kim, Tae-Il Pae
ABSTRACT The present study examined the complex structural relationships between the factors that influence L2 writing in more and less cognitively demanding tasks. To this end, 298 10th graders were recruited from a local high school in Korea. Participants completed tasks measuring L1 and L2 writing skills, L2 reading comprehension, L2 proficiency, L2 motivation, and L2 anxiety. Data were analyzed
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The Online Processing of Causal and Concessive Relations: Comparing Native Speakers of English and German Discourse Processes (IF 1.612) Pub Date : 2021-02-04 Alice Blumenthal-Dramé
ABSTRACT This article presents a self-paced reading study comparing the online processing of interclausal discourse relations in native speakers of English and German. The study aims to contribute to two overarching questions: First, it puts to the test the so-called causality-by-default hypothesis, which states that causality is a default assumption, whereas concession is less inferable and thus cognitively
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Introduction to the Special Issue: Integration: The Keystone of Comprehension Discourse Processes (IF 1.612) Pub Date : 2021-02-03 Kate Cain, Jane Oakhill
(2021). Introduction to the Special Issue: Integration: The Keystone of Comprehension. Discourse Processes: Vol. 58, Integration: The Keystone of Comprehension, pp. 1-1.
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Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry Discourse Processes (IF 1.612) Pub Date : 2021-01-11 Raedy Ping, R. B. Church, Mary-Anne Decatur, Samuel W. Larson, Elena Zinchenko, Susan Goldin-Meadow
ABSTRACT In this study, adults naïve to organic chemistry drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that
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When Figurative Frames Decrease Political Persuasion: The Case of Right-Wing Anti-Immigration Rhetoric Discourse Processes (IF 1.612) Pub Date : 2021-01-11 Amber Boeynaems, Christian Burgers, Elly A. Konijn
ABSTRACT The rhetoric used by right-wing anti-immigration politicians is considered important to their political success. Such rhetoric commonly contains figurative frames with metaphor and/or hyperbole. In two experiments (n experiment1 = 411, n experiment2 = 407), we tested when and how such figurative frames add to the intense and emotive character of anti-immigration statements and their subsequent
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Lost in a Story, Detached from the Words Discourse Processes (IF 1.612) Pub Date : 2021-01-06 Lynn S. Eekhof, Moniek M. Kuijpers, Myrthe Faber, Xin Gao, Marloes Mak, Emiel van den Hoven, Roel M. Willems
ABSTRACT This article explores the relationship between low- and high-level aspects of reading by studying the interplay between word processing, as measured with eye tracking, and narrative absorption and liking, as measured with questionnaires. Specifically, we focused on how individual differences in sensitivity to lexical word characteristics—measured as the effect of these characteristics on gaze
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When Figurative Frames Decrease Political Persuasion: The Case of Right-Wing Anti-Immigration Rhetoric Discourse Processes (IF 1.612) Pub Date : 2021-01-11 Amber Boeynaems, Christian Burgers, Elly A. Konijn
ABSTRACT The rhetoric used by right-wing anti-immigration politicians is considered important to their political success. Such rhetoric commonly contains figurative frames with metaphor and/or hyperbole. In two experiments (nexperiment1 = 411, nexperiment2 = 407), we tested when and how such figurative frames add to the intense and emotive character of anti-immigration statements and their subsequent
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Unpacking the Gestures of Chemistry Learners: What the Hands Tell Us About Correct and Incorrect Conceptions of Stereochemistry Discourse Processes (IF 1.612) Pub Date : 2021-01-11 Raedy Ping, R. B. Church, Mary-Anne Decatur, Samuel W. Larson, Elena Zinchenko, Susan Goldin-Meadow
ABSTRACT In this study, adults naïve to organic chemistry drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that
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Subjectivity (Re)visited: A Corpus Study of English Forward Causal Connectives in Different Domains of Spoken and Written Language Discourse Processes (IF 1.612) Pub Date : 2021-01-05 Marta Andersson, Rolf Sundberg
ABSTRACT Through a structured examination of four English causal discourse connectives, our article tackles a gap in the existing research, which focuses mainly on written language production, and entirely lacks attests on English spoken discourse. Given the alleged general nature of English connectives commonly emphasized in the literature, the underlying question of our investigation is the potential
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Embodied Action, Projection, and Institutional Action: The Exchange of Tools and Implements During Surgical Procedures Discourse Processes (IF 1.612) Pub Date : 2020-12-23 Christian Heath, Paul Luff
ABSTRACT There has been a long-standing interest in projection and the resources on which participants rely to produce and recognize the import and organization of turns at talk. Less attention has been paid to the character of the activity in which utterances form part and the ways in which embodied action enables the intelligibility, coordination, and in some cases, coproduction, of particular actions
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Estimating Each Other’s Memory Biases in Dialogue Discourse Processes (IF 1.612) Pub Date : 2020-11-19 Dominique Knutsen, Ludovic Le Bigot
ABSTRACT Conversational memory is subject to a number of biases. For instances, references which were reused during dialogue are remembered better than non-reused references. Two experiments examined whether speakers are aware that they are subject to such biases and whether they use information about reference origin (i.e., information about who said what) to determine which references are remembered
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Avoidance of gender-ambiguous pronouns as a consequence of ambiguity-avoidance strategy Discourse Processes (IF 1.612) Pub Date : 2020-11-16 Heeju Hwang
ABSTRACT It is well known that English speakers produce fewer pronouns when discourse contexts include more than one entity that matches the gender of the pronoun, i.e., gender effect. It is controversial, however, what causes the gender effect. Some suggest that it results from speakers’ avoidance of linguistic ambiguity, while others suggest that it results from the influence of non-linguistic conceptual
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In Pursuit of Alignment and Affiliation: The Practice of Anchoring Shared Knowledge in Japanese Conversation Discourse Processes (IF 1.612) Pub Date : 2020-11-13 Michiko Kaneyasu
ABSTRACT Conversational interactants rely on each other to cooperate with ongoing actions and activities both structurally (alignment) and affectively (affiliation). They monitor one another’s cooperative behaviors to detect any (potential) problems in alignment and affiliation. The present study describes one interactional strategy Japanese speakers use to deal with detected problems in three nonmain
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Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays Discourse Processes (IF 1.612) Pub Date : 2020-11-01 Lisa B. Hsin, Catherine E. Snow
ABSTRACT A novel instrument, the Features of Excellent Arguments task (FEXA), was developed to elicit adolescents’ judgments about argumentative essays displaying to varying degrees features characteristic of strong persuasive writing: academic language, rich evidence, multiple perspectives, and rhetorical appeal. We collected students’ categorical choices about the purposes to which the essays were
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Examining Relation Formation Across Consistent and Conflicting Texts Discourse Processes (IF 1.612) Pub Date : 2020-10-27 Alexandra List, Hongcui Du, Hye Yeon Lee
ABSTRACT When using the Internet to learn about complex topics or issues, students often encounter information that is both complementary and conflicting. Building on prior work identifying differences in how students reason about multiple conflicting texts, we examine students’ connection formation and summative conceptualization of texts systematically designed to vary in a number of ways. We examine
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Interactions Between Lower- and Higher-Level Processing When Reading in a Second Language: An Eye-Tracking Study Discourse Processes (IF 1.612) Pub Date : 2020-10-26 Annina K. Hessel, Sascha Schroeder
ABSTRACT This experiment investigated interactions between lower- and higher-level processing when reading in a second language (L2). We conducted an eye-tracking experiment with the within-subject manipulation inconsistency (to tap higher-level coherence-building) crossed with a within-subject manipulation of word-processing difficulty (to alter the ease of lower-level processing), both manipulated
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Compensating for processing difficulty in discourse: Effect of parallelism in contrastive relations Discourse Processes (IF 1.612) Pub Date : 2020-10-20 Ludivine Crible, Martin J. Pickering
ABSTRACT This study aims to establish whether the processing of different connectives (e.g., and, but) and different coherence relations (addition, contrast) can be modulated by a structural feature of the connected segments—namely, parallelism. While but is mainly used to contrast two expressions, and occurs in many different relations and has been shown to come with a processing cost. We report three
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What Influences Successful Communication? An Examination of Cognitive Load and Individual Differences Discourse Processes (IF 1.612) Pub Date : 2020-10-14 Ester Navarro, Brooke N. Macnamara, Sam Glucksberg, Andrew R. A. Conway
ABSTRACT The underlying cognitive mechanisms explaining why speakers sometimes make communication errors are not well understood. Some scholars have theorized that audience design engages automatic processes when a listener is present; others argue that it relies on effortful resources, even if a listener is present. We hypothesized that working memory is engaged during communicative audience design
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Learning From Refutation and Standard Expository Science Texts: The Contribution of Inhibitory Functions in Relation to Text Type Discourse Processes (IF 1.612) Pub Date : 2020-10-12 Lucia Mason, Erika Borella, Irene-Anna N. Diakidoy, Reese Butterfuss, Panayiota Kendeou, Barbara Carretti
ABSTRACT Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N
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Individual differences in expecting coherence relations: Exploring the variability in sensitivity to contextual signals in discourse Discourse Processes (IF 1.612) Pub Date : 2020-10-02 Merel C. J. Scholman, Vera Demberg, Ted J. M. Sanders
ABSTRACT The current study investigated how a contextual list signal influences comprehenders’ inference generation of upcoming discourse relations and whether individual differences in working memory capacity and linguistic experience influence the generation of these inferences. Participants were asked to complete two-sentence stories, the first sentence of which contained an expression of quantity
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When Do Comprehenders Mentalize for Pragmatic Inference? Discourse Processes (IF 1.612) Pub Date : 2020-09-24 Sean Trott, Benjamin Bergen
ABSTRACT People often speak indirectly. For example, “It’s cold in here” might be intended not only as a comment on the temperature but also as a request to turn on the heater. How are comprehenders’ inferences about a speaker’s intentions informed by their ability to reason about the speaker’s mental states, that is, mentalizing? We introduce a mechanistic framework by which mentalizing might be recruited
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Achieving Preallocation: Turn Transition Practices in Board Games Discourse Processes (IF 1.612) Pub Date : 2020-09-21 Emily Hofstetter
ABSTRACT This paper contributes an analysis of practices for managing a preallocated turn-taking system in board games, expanding existing studies of preallocation beyond question-answer sequences. Although board games have existed for thousands of years across human cultures, and despite being a widely used method of data elicitation in many fields of research, there are few studies of how adults
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The time-course of generating discourse-level representations in Tunisian Arabic: Effects of task demands on detecting character-attribute anomalies Discourse Processes (IF 1.612) Pub Date : 2020-09-09 Marwa Mekni Toujani
ABSTRACT One of the major aims of discourse-processing literature is to understand whether and when readers form discourse-level representations online. To test this, two word-by-word, self-paced reading experiments investigated the time course of integrating incoming information about the protagonist into the unfolding discourse-level representation in Tunisian Arabic (L1) and the role played by task
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Cross-Linguistic Investigation of Projection in Overlapping Agreements to Assertions: Stance-Taking as a Resource for Projection. Discourse Processes (IF 1.612) Pub Date : 2020-09-02 Anna Vatanen, Tomoko Endo, Daisuke Yokomori
Abstract The human ability to anticipate upcoming behavior not only enables smooth turn transitions but also makes early responses possible, as respondents use a variety of cues that provide for early projection of the type of action that is being performed. This article examines resources for projection in interaction in three unrelated languages—Finnish, Japanese, and Mandarin—in sequences where
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Effects of Priming and Audience Design on the Explicitness of Referring Expressions: Evidence From a Confederate Priming Paradigm Discourse Processes (IF 1.612) Pub Date : 2020-08-28 Jia E. Loy, Stephanie J. Bloomfield, Kenny Smith
ABSTRACT In formulating a referring expression, speakers may choose between an explicit expression (such as a proper name or a noun phrase) or a reduced form such as a pronoun. We investigated whether speakers are influenced by their conversation partners to produce full noun phrases instead of pronouns and whether this differs depending on whether their partner was a native or a nonnative English
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Mathematicians on the Radio: Seven Metaphors for Doing and Communicating Mathematics Discourse Processes (IF 1.612) Pub Date : 2020-08-27 Farzaneh Salehi Kahrizsangi, Richard Barwell
ABSTRACT Metaphors are recognized as bridging scientists’ challenges in communication with the public. In mathematics, however, which often involves abstract concepts and relations, less attention has been paid to the role of metaphors in public communication. In this article we examine the metaphors appearing in the discourse of 10 mathematicians in five radio broadcasts to communicate advanced mathematical
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If Integration Is the Keystone of Comprehension: Inferencing Is the Key Discourse Processes (IF 1.612) Pub Date : 2020-08-24 Danielle S. McNamara
ABSTRACT This article provides a commentary within the special issue, Integration: The Keystone of Comprehension. According to most contemporary frameworks, a driving force in comprehension is the reader’s ability to generate the links among the words and sentences (ideas) in the texts and between the ideas in the text and what the readers already know. As such, the key to successful comprehension
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Weak and Strong Discourse Markers in Speech, Chat, and Writing: Do Signals Compensate for Ambiguity in Explicit Relations? Discourse Processes (IF 1.612) Pub Date : 2020-08-14 Ludivine Crible
ABSTRACT Ambiguity in discourse is pervasive, yet mechanisms of production and processing suggest that it tends to be compensated in context. The present study sets out to analyze the combination of discourse markers (such as but or moreover) with other discourse signals (such as semantic relations or punctuation marks) across three genres (discussion, chat, and essay). The presence of discourse signals
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Speaking Style Modulates Morphosyntactic Expectations in Young and Older Adults: Evidence from a Sentence Repetition Task Discourse Processes (IF 1.612) Pub Date : 2020-06-25 Alexandra Engel, Adriana Hanulíková
ABSTRACT Previous research has shown that talker identity and speaking style affect the processing of morphosyntactic violations. The present study examined whether speaking style modulates comprehension and subsequent production of case variants in German prepositional phrases across the life span. To this end, we conducted a sentence repetition and completion experiment with young and older adults
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Multimodal Coordination of Sound and Movement in Music and Speech Discourse Processes (IF 1.612) Pub Date : 2020-06-18 Camila Alviar, Rick Dale, Akeiylah Dewitt, Christopher Kello
ABSTRACT Speech and music emerge from a spectrum of nested motor and perceptual coordination patterns across timescales of brief movements to actions. Intuitively, this nested clustering in movements should be reflected in sound. We examined similarities and differences in multimodal, multiscale coordination of speech and music using two complementary measures: We computed spectra for envelopes of
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Integration: Key but Not So Simple Discourse Processes (IF 1.612) Pub Date : 2020-06-16 Alan Garnham
ABSTRACT This article provides commentary on the four main papers in the special issue.
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Gaze and Recipient Feedback in Triadic Storytelling Activities Discourse Processes (IF 1.612) Pub Date : 2020-06-16 Elisabeth Zima
ABSTRACT This article focuses on the relationship between gaze and recipient feedback in triadic storytelling activities. Our starting point to investigate this relationship is an article by Bavelas et al. (2002), who report a statistically significant interaction between feedback and so-called gaze windows in dyadic storytelling activities. The pattern they found involves three interdependent phases:
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Bridging Strength, Monotonicity, and Word Order Choices in Catalan Discourse Processes (IF 1.612) Pub Date : 2020-06-16 Lisa Brunetti, Laia Mayol, Xavier Villalba
ABSTRACT Three experimental studies are presented testing the choice of a left or a right dislocation in Catalan, depending on the bridging relation between the dislocate and its antecedent. We make the hypothesis that the stronger the anaphoric link between the dislocate and its antecedent, the more appropriate a right dislocation is, whereas the opposite is true for left dislocation. The results
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Incremental Comprehension Examined in Event-related Potentials: Word-to-Text Integration and Structure Building Discourse Processes (IF 1.612) Pub Date : 2020-06-12 Charles Perfetti, Anne Helder
ABSTRACT The study of word-to-text integration (WTI) provides a window on incremental processes that link the meaning of a word to the preceding text. We review a research program using event-related potential indicators of WTI at sentence beginnings, thus localizing sources of integration to prior text meaning independently of the current sentence. The results led to the following conclusions. First
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2019 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue Discourse Processes (IF 1.612) Pub Date : 2020-05-28 Michael F. Schober, Adrian Bangerter
(2020). 2019 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue. Discourse Processes: Vol. 57, 2019 Society for Text and Discourse Conference Special Issue, pp. 401-401.
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The Sarchasm: Sarcasm Production and Identification in Spontaneous Conversation Discourse Processes (IF 1.612) Pub Date : 2020-05-13 Jean E. Fox Tree, J. Trevor D’Arcey, Alicia A. Hammond, Alina S. Larson
ABSTRACT We tested sarcasm production and identification across original communicators in a spontaneously produced conversational setting, including testing the role of synchronous movement on sarcasm production and identification. Before communicating, stranger dyads participated in either a synchronous or nonsynchronous movement task. They then completed a task designed to elicit sarcasm, although
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Parental use of multimodal cues in the initiation of joint attention as a function of child hearing status. Discourse Processes (IF 1.612) Pub Date : 2020-05-13 Allison Gabouer,John Oghalai,Heather Bortfeld
ABSTRACT In the current study we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (n = 9) or deaf (n = 9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded parents’ use of auditory, visual, and tactile cues
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Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers Discourse Processes (IF 1.612) Pub Date : 2020-05-12 Daniel P. Feller, Joseph Magliano, John Sabatini, Tenaha O’Reilly, Ryan D. Kopatich
ABSTRACT This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes
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Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents Discourse Processes (IF 1.612) Pub Date : 2020-05-07 Jean-François Rouet, Gaston Saux, Christine Ros, Marc Stadtler, Nicolas Vibert, M. Anne Britt
ABSTRACT Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines new hypotheses regarding source encoding during
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Perceptual Simulation of Vertical Object Movement during Comprehension of Auditory and Audiovisual Text in Children and Adults Discourse Processes (IF 1.612) Pub Date : 2020-05-07 Benedikt T. Seger, Juliane E. K. Hauf, Gerhild Nieding
ABSTRACT It has been argued that people construct situation models during text reception and that these are analogous, multimodal representations of text grounded in perception and action. On the one hand, abundant evidence has been generated that recipients perceptually simulate features of the situation described in the text. On the other hand, findings indicating that pictures facilitate situation
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Illustrations Before Text Reduce Visuospatial Working Memory Load During Text Processing Discourse Processes (IF 1.612) Pub Date : 2020-04-27 Anne Schüler, Maria Gabriela Mayer
ABSTRACT In this study we investigated whether the beneficial effect of adding illustrations to text can be explained by the fact that illustrations facilitate analogous mental representation construction from text in visuospatial working memory. For this the secondary task paradigm was used. It was expected that the secondary task interfered only with learning from text when no illustrations were
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Machine-Learned Computational Models Can Enhance the Study of Text and Discourse: A Case Study Using Eye Tracking to Model Reading Comprehension Discourse Processes (IF 1.612) Pub Date : 2020-04-03 Sidney K. D’Mello, Rosy Southwell, Julie Gregg
ABSTRACT We propose that machine-learned computational models (MLCMs), in which the model parameters and perhaps even structure are learned from data, can complement extant approaches to the study of text and discourse. Such models are particularly useful when theoretical understanding is insufficient, when the data are rife with nonlinearities and interactivity, and when researchers aspire to take
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Four Decades of Research into Children’s Reading Comprehension: A Personal Review Discourse Processes (IF 1.612) Pub Date : 2020-04-02 Jane Oakhill
ABSTRACT A substantial amount of research has focused on children’s reading development and reading problems, but in comparison there has been relatively little research into children’s reading comprehension. This article provides an overview of the research that has investigated the skills and cognitive processes that support children’s understanding of text and reflects on the implications of the
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Mediating Knowledge through Expressing Surprises: A Frame-based Analysis of Surprise Markers in Research Articles across Disciplines and Research Paradigms Discourse Processes (IF 1.612) Pub Date : 2020-03-30 Lang Chen, Guangwei Hu
ABSTRACT Taking a cognitive approach to genre-specific language, this corpus-based study investigated the disciplinary and paradigmatic effect on the use of a specific type of attitude markers—surprise markers—with an analytical framework informed by frame semantics. A Surprise frame was generated and then used to analyze the use of surprise markers in a 2,000,000-word corpus consisting of 320 full-length
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Relations among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences Discourse Processes (IF 1.612) Pub Date : 2020-03-26 Mercedes Spencer, Laurie E. Cutting
ABSTRACT In the current investigation, we used structural equation mediation modeling to examine the relations between executive function (indexed by measures of working memory, shifting, and inhibition), decoding ability, and reading comprehension in a sample of 298 children aged 6 to 8 years (132 boys and 166 girls). Results indicated that executive function was mediated by decoding ability. When
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Exploring Reading Strategy Use in Native and L2 Readers Discourse Processes (IF 1.612) Pub Date : 2020-03-20 Daniel P. Feller, Ryan D. Kopatich, Iwona Lech, Karyn Higgs
ABSTRACT Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study we used regression and Bayes’ factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing
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Resolving Figurative Expressions During Reading: The Role of Familiarity, Transparency, and Context Discourse Processes (IF 1.612) Pub Date : 2020-03-09 Gareth Carrol, Jeannette Littlemore
ABSTRACT Native speakers understand familiar idioms (e.g., over the moon) and conventional metaphors (e.g., describing time as a doctor) quickly and easily. In two eye-tracking studies we considered how native speakers are able to make sense of fundamentally unfamiliar figurative expressions. In Experiment 1 compared with literal paraphrases of the same meaning, known idioms had a clear advantage,
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