Cross-modality semantic integration of sentence and picture memory.

Pezdek, Kathy

doi:10.1037/0278-7393.3.5.515

Cited by 69 publications

(52 citation statements)

References 19 publications

(19 reference statements)

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“…This interpretation is consistent with the work of Pezdek (1977) as well . In her research, subjects were presented with a sequence of 363 3611 GEN I Nt.R AND Lt)l-t t S pictures an(] sentences, then presented with intervening pictures and sentences, and finally given a recognition test .…”

supporting

confidence: 93%

Integration of Verbal and Visual Information as Evidenced by Distortions in Picture Memory

Gentner¹,

Loftus²

1979

The American Journal of Psychology

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supporting

confidence: 93%

Integration of Verbal and Visual Information as Evidenced by Distortions in Picture Memory

Gentner¹,

Loftus²

1979

The American Journal of Psychology

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“…The picture identification task is theoretically consistent with our requirements since there is now ample evidence that pictorial and verbal material are frequently translated into the same representational form in memory (e.g., Loftus, 1975;Loftus, Miller, & Burns, 1978;Pezdek, 1977).…”

supporting

confidence: 72%

“…If someone reads or listens to a linguistic message and then a short time later is questioned about what had been read or heard, we would find that they had excellent memory for the meaning of the message but relatively poor memory for its surface form (e.g., Sachs, 1967). We also know that multilinguals appear to process different languages from a common base, and that pictures and verbal Comprehension Theory and Measurement 11 materials are frequently translated into a common representational form in memory (e.g., Loftus, 1975;Loftus, Miller & Burns, 1978;Pezdek, 1977).And finally, we know that when a message is comprehended, the prior knowledge which is relevant to interpreting the message becomes part of the representation of that message. For example, the representation of the sentence, "I like apples."…”

mentioning

confidence: 96%

On the theory and measurement of reading comprehension

Royer

Cunningham

1981

Contemporary Educational Psychology

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Whenever we have had what we thought was a good idea about reading comprehension, we've generally found that John Carroll has had it first. He may not agree with what we have said, but he has influenced our thinking enormously. We would like to thank Jim Pichert, Al Moe, Glenn Kleiman, Joe Jenkins, and Nancy Stein for their comments on earlier drafts of this paper. They deserve much credit for anything of merit to be found in the paper. This paper was written while the first author was on leave at the Center for the Study of Reading, University of Illinois. The Center is supported by the National Institute of Education under Contract No. US-NIE-C-400-76-0116. Comprehension Theory and Measurement AbstractThis paper suggests that reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message.We call this the minimal comprehension principle. After examining the measurement of reading comprehension from the perspective of the minimal comprehension principle, we conclude that most existing tests of reading comprehension are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty. We suggest several techniques which might be more suitable for these purposes. Comprehension Theory and Measurement 2On the Theory and Measurement of Reading ComprehensionThe purpose of this paper is to review recent developments in the theory of comprehension and to derive implications from this work for the measurement of reading comprehension. Many recent commentaries on the topic of comprehension (e.g., Otto, 1971;Simons, 1971;Stauffer, 1971; R. L. Thorndike, 1973Thorndike, -1974Tuinman, 1971) have lamented the fact that our theoretical knowledge of the comprehension process has not progressed very far beyond the observations of early reading researchers such as Huey (1908), James (1890), Richards (1929) or E. L. Thorndike (1917).While the observations of these early theorists contain many insights into the processes involved in comprehension, our view is that real progress toward the development of a psychologically valid theory of comprehension has emerged only recently from attempts to develop process models of human cognitive functioning.In the paper which follows, we will propose a minimal principle of comprehension which we have derived from recent theoretical and empirical work on the comprehension process. This principle, we believe, must be part of any serious theory of comprehension. In subsequent sections we will review several types of models of the comprehension process and show how our minimal principle is integrated within them, derive the implications of the minimal principle for the measurement of comprehension, and propose alternatives to the existing methods of measuring reading comprehension. Comprehension Theory and Measurement 3 A Minimal Principle of Reading ComprehensionThe purpose of this section is to present arguments in support of a minimal principle of comprehension. Our use of the term "minimal" ...

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“…Technically, it refers to including by a witness into his/her testimony details inconsistent with the original event, originating from sources other than the event itself (Polczyk, under revision). This phenomenon has been widely explored since early seventies (seminal work: Loftus, Miller & Burns, 1978;Pezdek, 1977).…”

Section: Misinformation Effectmentioning

confidence: 99%