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201.
《Quarterly journal of experimental psychology (2006)》2013,66(7):1294-1303
Two experiments investigate the influence of verb aspect on situation representations. The results demonstrate that comprehenders use verb aspect as a cue to regulate the activation of ongoing simulations of situations over time. Experiment 1 measured word-by-word reading as well as sensibility judgements on sentences in which a target object word had been replaced by a picture. For the past imperfective sentences, participants were faster to process the picture, the two words following the picture, and the sensibility judgements when objects were pictured in use rather than not in use. However, this in-use facilitation was limited to processing of the picture for the past perfect sentences. Experiment 2 served as a control to ensure that the use effect and its interaction with verb aspect were a result of contextual manipulations rather than surface features of the pictures themselves. The results are interpreted within the framework of perceptual simulations during language comprehension. 相似文献
202.
Christopher Osterhaus;Serena Lecce;Susanne Koerber; 《The British journal of developmental psychology》2024,42(4):511-516
This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine-year-olds (61 girls, 51 boys; Mage = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade-4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC. 相似文献
203.
204.
Catherine O. Fritz Peter E. Morris Barbara Reid Roya Aghdassi Claire E. Naven 《British journal of psychology (London, England : 1953)》2015,106(1):22-45
Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure‐of‐further‐learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have been lost. Experiments 1 and 2 attempted to circumvent the effect by varying the activities of participants and requiring interactive exploration. In both experiments, recall after four, weekly sessions showed little benefit beyond performance on the first recall. Experiment 3 interfered with the formation of an immediate situation model by introducing passages that were hard to comprehend without a title. Performance improved substantially across four sessions when titles were not supplied, but the standard effect was replicated when titles were given. Experiment 4 made verbatim memories available by incorporating all re‐presentations and tests into one session; as predicted, recall improved over successive tests. 相似文献
205.
Hiroyuki Muto 《The Japanese psychological research》2015,57(3):194-205
This study examined the effects of linearity of language (e.g., de Saussure, 1916/1972) on performance on a sentence comprehension task, manipulating (a) presentation method (simultaneous, phrase, or flow) and (b) reading method (oral or silent reading). The study also examined the predictive powers of the digit span test (DST) and the reading span test (RST) for task performance. Fifty‐four undergraduate and graduate students participated in the experiment. The results showed that the DST score predicted performance on both garden‐path (GP) and non‐garden‐path (NGP) sentences, whereas the RST score did so only for GP sentences. This suggests that the sentence comprehension task requires not only comprehension but also temporarily storing verbal information, and that the RST score reflects the degree of tolerance for deviation from linearity. The results also revealed that silent reading has an advantage over oral reading in simultaneous presentation and vice versa in flow presentation, whereas the difference between reading methods disappeared in phrase presentation. This suggests that oral and silent reading require different strategies to facilitate sentence comprehension. 相似文献
206.
AbstractWe investigated the process through which children understand the conventional use of numbers in interaction with an adult. We analysed previous semiotic systems that support, transform and adjust to this new semiotic system — the numerical — and we investigated the communicative-educative basis that makes it possible. We conducted an exploratory and longitudinal study with one boy and one girl at 24, 27, 30, 33 and 36 months of age in a triadic interaction (adult-child-object) with their mothers at home. We adopt the pragmatic-semiotic perspective of the object, which considers that triadic interactions are the unit of analysis of early development. Our results show a great variety of semiotic mediators used by children and adults and both children’s progressive comprehension of the meaning and use of the die as a numerical object. 相似文献
207.
We report on five experiments investigating response choices and response times to simple science questions that evoke student “misconceptions,” and we construct a simple model to explain the patterns of response choices. Physics students were asked to compare a physical quantity represented by the slope, such as speed, on simple physics graphs. We found that response times of incorrect answers, resulting from comparing heights, were faster than response times of correct answers comparing slopes. This result alone might be explained by the fact that height was typically processed faster than slope for this kind of task, which we confirmed in a separate experiment. However, we hypothesize that the difference in response time is an indicator of the cause (rather than the result) of the response choice. To support this, we found that imposing a 3‐s delay in responding increased the number of students comparing slopes (answering correctly) on the task. Additionally a significant proportion of students recognized the correct written rule (compare slope), but on the graph task they incorrectly compared heights. Finally, training either with repetitive examples or providing a general rule both improved scores, but only repetitive examples had a large effect on response times, thus providing evidence of dual paths or processes to a solution. Considering models of heuristics, information accumulation models, and models relevant to the Stroop effect, we construct a simple relative processing time model that could be viewed as a kind of fluency heuristic. The results suggest that misconception‐like patterns of answers to some science questions commonly found on tests may be explained in part by automatic processes that involve the relative processing time of considered dimensions and a priority to answer quickly. 相似文献
208.
Linguistic dependencies between non‐adjacent words have been shown to cause comprehension difficulty, compared with local dependencies. According to one class of sentence comprehension accounts, non‐local dependencies are difficult because they require the retrieval of the first dependent from memory when the second dependent is encountered. According to these memory‐based accounts, making the first dependent accessible at the time when the second dependent is encountered should help alleviate the difficulty associated with the processing of non‐local dependencies. In a dual‐task paradigm, participants read sentences that did or did not contain a non‐local dependency (i.e., object‐ and subject‐extracted cleft constructions) while simultaneously remembering a word. The memory task was aimed at making the word held in memory accessible throughout the sentence. In an object‐extracted cleft (e.g., It was Ellen whom John consulted…), the object (Ellen) must be retrieved from memory when consulted is encountered. In the critical manipulation, the memory word was identical to the verb's object (ELLEN). In these conditions, the extraction effect was reduced in the comprehension accuracy data and eliminated in the reading time data. These results add to the body of evidence supporting memory‐based accounts of syntactic complexity. 相似文献
209.
210.
Eileen John 《Philosophical explorations》2013,16(3):285-297
The question of how well we need to be known, to be loved, is considered. A ‘second-person’ model is argued for, on which love requires that the beloved's demands to be known be respected. This puts pressure on the idea that lovers need to make a beloved's interests their own, taking that to require comprehension of the beloved's interests: a lover would have to appreciate the normative intelligibility and motivating force of an interest. The possibility of love with failure of comprehension is defended, using illustrations from Marilynne Robinson's novel Gilead. 相似文献