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31.
The role of attentional control in lexical ambiguity resolution was examined in two patients with damage to the left inferior frontal gyrus (LIFG) and one control patient with non-LIFG damage. Experiment 1 confirmed that the LIFG patients had attentional control deficits compared to normal controls while the non-LIFG patient was relatively unimpaired. Experiment 2 showed that all three patients did as well as normal controls in using biasing sentence context to resolve lexical ambiguities involving balanced ambiguous words, but only the LIFG patients took an abnormally long time on lexical ambiguities that resolved toward a subordinate meaning of biased ambiguous words. Taken together, the results suggest that attentional control plays an important role in the resolution of certain lexical ambiguities - those that induce strong interference from context-inappropriate meanings (i.e., dominant meanings of biased ambiguous words). 相似文献
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Previous research provides evidence for expectation-driven processing within sentences at phonological, lexical, and syntactic levels of linguistic structure. Less well-established is whether comprehenders also anticipate pragmatic relationships between sentences. To address this, we evaluate a unit of discourse structure that comprehenders must infer to hold between sentences in order for a discourse to make sense—the intersentential coherence relation. In a novel eyetracking paradigm, we trained participants to associate particular spatial locations with particular coherence relations. Experiment 1 shows that the subset of listeners who successfully acquired the location∼relation mappings during training subsequently looked to these locations during testing in response to a coherence–signaling intersentential connective. Experiment 2 finds that listeners’ looks during sentences containing coherence-biasing verbs reveal expectations about upcoming sentence types. This work extends existing research on prediction beyond sentence-internal structure and provides a new methodology for examining the cues that comprehenders use to establish relationships at the discourse level. 相似文献
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Previous research has shown that listeners follow speaker gaze to mentioned objects in a shared environment to ground referring expressions, both for human and robot speakers. What is less clear is whether the benefit of speaker gaze is due to the inference of referential intentions (Staudte and Crocker, 2011) or simply the (reflexive) shifts in visual attention. That is, is gaze special in how it affects simultaneous utterance comprehension? In four eye-tracking studies we directly contrast speech-aligned speaker gaze of a virtual agent with a non-gaze visual cue (arrow). Our findings show that both cues similarly direct listeners’ attention and that listeners can benefit in utterance comprehension from both cues. Only when they are similarly precise, however, does this equality extend to incongruent cueing sequences: that is, even when the cue sequence does not match the concurrent sequence of spoken referents can listeners benefit from gaze as well as arrows. The results suggest that listeners are able to learn a counter-predictive mapping of both cues to the sequence of referents. Thus, gaze and arrows can in principle be applied with equal flexibility and efficiency during language comprehension. 相似文献
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The association between poorer academic outcomes and having antisocial friends is reliably demonstrated yet not well understood. Genetically sensitive designs uniquely allow for measuring genetic vulnerabilities and/or environmental risk in the association of antisocial friend behavior and poor school achievement, allowing for a better understanding of the nature of the association. This study included 233 pairs of twins from the Florida Twin Project on Reading. First, the role of antisocial friends as an environmental moderator of reading comprehension was examined. Antisocial friends significantly moderated the nonshared environmental variance in reading comprehension, with increased variation at lower levels of association with antisocial friends, with niche-picking indicated. Second, the role of reading comprehension as an environmental moderator of antisocial friends was examined. Reading comprehension significantly moderated the nonshared environmental variance in associating with antisocial friends, with increased variance at lower levels of reading comprehension and indication that common genetic influences contributed to higher reading achievement and better-behaved friends. In total, these results suggested reciprocal influences between reading achievement and antisocially-behaving friends. The impact of antisocial friends appeared to be limited in the extent to which they can undermine reading achievement, and high reading achievement appeared to support less association with antisocial friends. 相似文献
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《Journal of applied research in memory and cognition》2014,3(3):161-164
The video-recorded lecture represents a central feature of most online learning platforms. Nonetheless, little is known about how to best structure video-recorded lectures in order to optimize learning. Here, we focused on the tendency for high school and college students to be overconfident in their learning from video-recorded modules, and demonstrated that testing could be used to effectively improve the calibration between predicted and actual performance. Notably, interpolating a lecture with repeated tests helped to boost actual performance to the level of predicted performance, whereas a single test following the lecture served to lower unrealistic judgments of learning. The value of improving performance to match predictions of learning and other avenues for future research regarding meta-comprehension of video-recorded lectures is discussed. 相似文献
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Introduction and objective
An experiment was conducted in a school context to examine whether joy and pride, two positive emotions, can promote children's acquisition of knowledge in a reading comprehension situation.Method
The experiment consisted of inducing either a positive emotion (i.e., joy, pride) or a neutral state to 10-year-old children using an autobiographical recall task. Once the induced state was evaluated, children were submitted to a reading/comprehension task of a neutral text. When they finished reading this text, a questionnaire was used to assess not only their memory of the information provided in the text, but also their ability to make inferences.Results
Our main results highlighted a positive effect of joy on children's inference making.Conclusion
This study confirmed the relevance of taking into account the emotional state of children engaged in knowledge acquisition situations at school. 相似文献39.
This article investigates how test-takers change their strategies to handle increased test difficulty. An adult sample reported their test-taking strategies immediately after completing the tasks in a reading test. Data were analyzed using structural equation modeling specifying a measurement-invariant, ability-moderated, latent transition analysis in Mplus (Muthén & Asparouhov, 2011). It was found that almost half of the test-takers (47%) changed their strategies when encountering increased task-difficulty. The changes were characterized by augmenting comprehending-meaning strategies with score-maximizing and test-wiseness strategies. Moreover, test-takers' ability was the driving influence that facilitated and/or buffered the changes. The test outcomes, when reviewed in light of adjusted test-taking strategies, demonstrated a form of process-based validity evidence. 相似文献
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