Children’s surface, textbase, and situation model representations of written and illustrated written narrative text

Seger, Benedikt T.; Wannagat, Wienke; Nieding, Gerhild

doi:10.1007/s11145-020-10118-1

Cited by 10 publications

(6 citation statements)

References 68 publications

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“…Experiment 1 is built upon a tripartite model espoused by decades of research in discourse comprehension (e.g., Fletcher & Chrysler, 1990;Kintsch & van Dijk, 1978;Kintsch et al, 1990;Seger et al, 2021;van Dijk & Kintsch, 1983;Zwaan & Brown, 1990). According to this model, comprehenders form three different, although interrelated, mental representations of verbal text: surface, textbase, and event model.…”

Section: Methodsmentioning

confidence: 99%

Recall and recognition of discourse memory across sleep and wake

Mak¹,

Curtis²,

Rodd³

et al. 2023

Preprint

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The episodic context account (Gaskell et al., 2019) proposes that the act of language comprehension gives rise to an episodic discourse representation, and that this representation is prone to sleep-related memory effects. In three experiments, we tested this prediction by asking participants to read/listen to naturalistic stories before their memory was tested after a 12-hr interval, which included either daytime wakefulness or overnight sleep. To assess discourse memory, we used sentence recognition (Experiment 1; N = 386), free story recall (Experiment 2; N = 96), and cued recall (Experiments 2 and 3; N = 192). We found no evidence of sleep-related effects in sentence recognition or free recall, but cued recall (aka fill-in-the-blank) showed that the degree of time-dependent distortion, as indexed by both a subjective categorisation measure and Latent Semantic Analysis, was lower after sleep than after wake. Our experiments suggest that the effect of sleep on discourse memory may [1] be constrained by the retrieval processes (recollection vs. familiarity & associative vs. item), [2] lie on a qualitative level that is difficult to detect in an all-or-nothing scoring metric, and [3] primarily situate in the textbase level of the tripartite model of discourse processing. Overall, in line with the episodic context account, our findings highlight a specific role of declarative memory and sleep in day-to-day language comprehension, but with limitations on their impact depending on the nature of the retrieval processes.

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Section: Methodsmentioning

confidence: 99%

Recall and recognition of discourse memory across sleep and wake

Mak¹,

Curtis²,

Rodd³

et al. 2023

Preprint

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“…In this task, participants are asked to make a judgment on whether a test item literally occurs in a text. Some researchers used binary values (Karimi & Richter, 2023;Maier & Richter, 2013;Schmalhofer & Glavanov, 1986;Seger et al, 2021;Wannagat et al, 2018), whereas others used scale values to measure the learner's level of confidence (Muramoto, 2000;Wolfe & Woodwyk, 2010). 2 When textbase and situation-model representations are of interest, sentence recognition tasks typically include three types of test items: (a) paraphrase, (b) inference, and (c) distractor items (e.g., Karimi & Richter, 2023).…”

Section: Effects Of Retelling On Reading Comprehensionmentioning

confidence: 99%

“…Most studies that used a sentence recognition task adopted the ideas of signal detection theory (e.g., Wickens, 2002). They assumed that the relative strengths of the reader's mental representation among different levels can be analyzed by difference values in percentages of yes responses (Karimi & Richter, 2023;Maier & Richter, 2013;Schmalhofer & Glavanov, 1986;Seger et al, 2021;Wannagat et al, 2018) or in recognition confidence ratings (Wolfe & Woodwyk, 2010) for each test item. They presumed that the difference gained by subtracting the values of inference from paraphrase items indicates the strength of the textbase representation (Schmalhofer & Glavanov, 1986;Wannagat et al, 2018;Wolfe & Woodwyk, 2010).…”

Section: A Two-step Approach To Analyzing Paraphrase Inference and Di...mentioning

confidence: 99%

“…Several studies have employed a sentence recognition task to measure how the strengths of textbase and situation-model representations differ depending on conditions. Some have analyzed the text-belief consistency effects (Karimi & Richter, 2023;Maier & Richter, 2013), the effects of illustration on narrative comprehension (Seger et al, 2021), and the difference between auditory and audiovisual text presentation (Wannagat et al, 2018). Others have compared narrative with expository texts (Wolfe & Woodwyk, 2010) and summarization with knowledge acquisition (Schmalhofer & Glavanov, 1986).…”

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confidence: 99%

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A Two-Step Approach to Measuring the Effects of Retelling on Mental Representations in Japanese EFL Learners: An Analysis Using Sentence Recognition Tasks

ITO

2023

JLTA Journal

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This study proposes a better usage of sentence recognition tasks to measure the effects of retelling on the textbase and situation-model representations of Japanese learners of English as a foreign language. The effects of retelling were analyzed from two perspectives: Does retelling reinforce the memory of textual information and help construct a more elaborate situation model? Does retelling improve sensitivity to identifying any contradictory information at the textbase or situation-model levels? The participants' memories were analyzed using the recognition confidence ratings of the test items (paraphrases, inferences, and distractors). A total of 25 Japanese students from the National Institute of Technology participated in the experiment. All participants read one experimental text and answered sentence recognition tasks. Subsequently, they read the other text and retold the story in Japanese before taking on the sentence recognition task. The learners' mental representations were analyzed in two steps. First, recognition confidence ratings for paraphrases and inferences were analyzed as the strengths of the textbase and situation-model representations, respectively. Second, the difference values were analyzed as the sensitivity to identifying contradictory information at each level of understanding. The results suggested that retelling significantly strengthened the memory of information at the textbase level and led to a more elaborate situation model. The results further demonstrated that retelling significantly improved the sensitivity to detecting contradictory information at the situation-model level. These findings underscore the efficacy of using a two-step sentence recognition task to precisely elucidate the effects of retelling on reading comprehension.

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“…The statement above means that narrative text is about the chronological events finished. Narrative text usually focuses on the specific participant or character and describes certain events or phenomena in detail [19]. From the statements above, we know that narrative text is the action or phenomenon that has been finished in the past.…”

Section: B the Narrative Text Writingmentioning

confidence: 99%

Investigating EFL Students’ Tense Errors in Writing Narrative Text

Fanny,

Juhansar,

Amalia

et al. 2022

Int. J. Business, Humanit. Educ. Soc. Sci.

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A narrative text should have a generic structure and language feature. Simple past tense is a language feature of the text. In writing an English narrative text, EFL students commonly make errors related to using the simple past tense. Therefore, this research aims to discover EFL students’ types of errors in writing narrative text using simple past and to determine EFL students’ dominant errors in writing narrative text using the simple past tense. The design of this research is a mixed-method. The respondents are ten third-semester EFL students of the English Language Education Department of Universitas Teknologi Yogyakarta. Research data were documents, EFL students' narrative text writing-related Cross-Cultural Understanding, taken from the subject's lecturer. Data were analyzed qualitatively and quantitatively. The results of this research show that EFL students made four types of errors: omission, addition, misformation, and misordering, in writing narrative text using the simple past tense. This research reveals 123 EFL students’ errors in writing narrative text using the simple past tense. Misformation was the most dominant error with 100 errors (81%), followed by addition with 12 errors (10%), omission with 9 errors (7%), and misordering with 2 errors (2%). This research has a small scope, limited to analyzing third-semester EFL students’ errors in writing narrative text using simple past tense at Universitas Teknologi Yogyakarta. Therefore, further researchers are expected to conduct wide-scope research, such as Indonesian EFL students using a different research design, e.g., experimental research on the effective technique used to decrease EFL students’ errors in writing narrative text using the simple past tense.

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Children’s surface, textbase, and situation model representations of written and illustrated written narrative text

Cited by 10 publications

References 68 publications

Recall and recognition of discourse memory across sleep and wake

Recall and recognition of discourse memory across sleep and wake

A Two-Step Approach to Measuring the Effects of Retelling on Mental Representations in Japanese EFL Learners: An Analysis Using Sentence Recognition Tasks

Investigating EFL Students’ Tense Errors in Writing Narrative Text

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