PROBLEM‐SOLVING SCHEMATA FOR TEXT TYPES: A COMPARISON OF NARRATIVE AND EXPOSITORY TEXT STRUCTURES

In this paper we argue that comprehension is a problem solving activity and that different problem solving schemata exist for different types of texts, both narrative and expository. When processing the text, the reader uses these problem solving schemata to construct meaning of the context and to satisfy personal reading goals. For instance, comprehension of a text, such as a short story, a folk tale, or even a passage from a science book, can be viewed as a problem solving activity. Bransford and Stein's (1984) IDEAL model identifies the problem solver as one who (I) identifies problems, (D) defines and represents problems, (E) explores possible strategies for solving the problem, (A) acts on those strategies, and (L) looks back and evaluates the effects of those strategies. This problem solving model aptly describes what readers as problem solvers do when comprehending a text. The reader as a problem solver identifies and defines specific reading goals. To understand the content of the passage, the reader as a problem solver uses domain‐specific knowledge about the topic, prior experience in reading that type of text to explore a multitude of strategies. While reading the text, the reader uses those strategies to construct meaning about the text. After reading a passage, the proficient reader as a problem solver evaluates what has been read and checks to see if one's reading goals have been met.     

The Associations of Physical and Sexual Assault with Suicide Risk in Nonclinical Military and Undergraduate Samples

The associations of various forms of sexual and physical assault with a history of suicide attempts and recent suicide ideation were studied in two distinct samples: active duty military and undergraduate students. A total of 273 active duty Air Force personnel and 309 undergraduate students anonymously completed self‐report surveys of assault victimization, emotional distress, belongingness, recent suicide ideation, and previous suicide attempts. Among military personnel, rape, robbery, or violent assault was associated with a nonsignificant trend toward increased risk for suicide attempts, whereas physical abuse or battering as an adult was significantly associated with recent suicide ideation. Among undergraduates, unwanted sexual experiences as an adult and physical or sexual abuse as a child were significantly associated with increased risk for suicide attempt, but only unwanted experiences as an adult was significantly associated with increased risk for suicide ideation. Experiencing multiple forms of assault increased risk for suicide attempts and ideation in both groups. Results suggest that different types of assault contribute differentially to suicide risk in military versus undergraduate populations, but experiencing multiple types of assault is associated with increased risk in both groups.     

MORAL THEME COMPREHENSION IN THIRD GRADERS,FIFTH GRADERS,AND COLLEGE STUDENTS

Abstract

Proponents of character education (e.g., Bennett, author of The Book of Virtues) argue that children should hear moral stories in order to develop moral character. But do children necessarily understand the moral message of a narrative? Third and fifth grade students and adults were tested for their ability to apprehend the moral messages in three stories selected from The Book of Virtues and other sources. After listening and reading along with three moral stories, participants were asked to generate the message, select the message from a list of possible messages and select a vignette with the same message from three possible vignettes. Subjects also heard and read a non‐moral story and answered comprehension questions about it. Results indicate a developmental difference in moral theme understanding unexplained by reading comprehension scores alone.