Frameworks for Comprehending Discourse

Anderson, Richard C. E.; Reynolds, Ralph E.; Schallert, Diane L.; Goetz, Ernest T.

doi:10.2307/1162336

Cited by 67 publications

(74 citation statements)

References 6 publications

(8 reference statements)

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“…Schema theory provided new and exciting developments in the field of cognitive psychology. The theory was used to explain and interpret a host of cognitive processes, such as inferencing, remembering, reasoning, and problem solving, and served as an impetus for a large volume of experimental research in learning, comprehension, and memory (e.g., Adams & Collins, 1979;Anderson, 1984;Anderson & Pearson 1984;Anderson, Reynolds, Schallert, & Goetz, 1977;Bloom, 1988;Bransford & Franks, 1971;Bransford & Johnson, 1972;McDaniel & Kerwin, 1987;Schallert, 1991).…”

Section: Introductionmentioning

confidence: 99%

Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

Nassaji

2007

Language Learning

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How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the field of second language (L2) reading over the last two decades, many attempts at explaining the role of knowledge in L2 comprehension have been made almost exclusively in the context of schema theory, a perspective that provides an expectation-driven conception of the role of knowledge and considers that preexisting knowledge provides the main guiding context through which information is processed and interpreted. In this article, I first review and critically analyze the major assumptions underlying schema theory and the processes that it postulates underlie knowledge representation and comprehension. Then I consider an alternative perspective, a constructionintegration model of discourse comprehension, and discuss how this perspective, when applied to L2 reading comprehension, offers a fundamentally different and more detailed account of the role of knowledge and knowledge-based processes that L2 researchers had previously tried to explain within schema-theoretic principles.

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Section: Introductionmentioning

confidence: 99%

Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

Nassaji

2007

Language Learning

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“…A number of studies have suggested that text comprehension is dependent upon prior knowledge (Anderson and Pitchert, 1978; Anderson, Reynolds, Schallert, and Goetz, 1977;Bransford and Johnson, 1973; Dooling and Lachman, 1971; Fass and Schumacher, 1981). Voss and his colleagues have provided a clear example of this in their research that describes how domain-specific knowledge influences reading (Chiesi, Spilich, and Voss, 1979;Spilich, Vesonder, Chiesi, and Voss, 1979).…”

Section: Introductionmentioning

confidence: 99%

The role of prior knowledge in inferential processing

Fincher‐Kiefer

1992

Journal Research in Reading

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The present research tested how domain-related knowledge influences inference generation during text comprehension. Two types of inference were examined, those that maintained referential coherence, referred to as local inferences, and those that were anticipatory in nature, referred to as global inferences. Three groups of subjects, each with differing degrees of domain knowledge, read a domain-related text that included both types of inference. It was found that all knowledge groups processed sentences involved in local inferences similarly, presumably because establishing text coherence is essential to comprehension. However, knowledge differences emerged in the processing of the sentences involved in global inferences. The results of two experiments suggested that individuals with prior knowledge used their knowledge actively to generate global inferences during reading. It was argued that this anticipatory inferential process guides the construction of a mental model of a text, built partly with explicit information and partly with existing knowledge. RESUME Le r61e des connaissances antkrieures dans le traitement infkrentielCette recherche examine le r61e des connaissances relatives au domaine sur la production d'infkrences lors de la comprkhension d'un texte. On a examink deux types d'infkrences, celles qui ktablissent une cohkrence rkfkrentielle, que I'on appellera ici infkrences locales, et celles qui sont de nature prkdictive, que I'on appellera infkrences globales. L'hypothbe est que les personnes ayant une faible connaissance du domaine ne produisent que des infkrences locales afin de construire une representation propositionnelle cohkrente du texte, alors que I'on s'attend a ce que les personnes ayant une meilleure connaissance du domaine utilisent celle-ci ISSN 0141-0423 $2.00 @ 1992 Journal of Research in Reading (UKRA) KNOWLEDGE EFFECTS IN INFERENTIAL PROCESSING 13pour produire des infkrences globales susceptibles de faciliter leur klaboration d'un modtle mental du texte.Dans la premiere expkrience, trois groupes de sujets ayant une connaissance importante, moyenne ou faible du domaine, lisent un texte de ce domaine comportant les deux types d'infkrences. Les durkes de lecture de phrase montrent que, quel que soit leur degrk de connaissance, tous les groupes effectuent un traitement similaire des phrases concernkes par les infkrences locales. Ceci est sans doute du a ce qu'il est essentiel pour la comprkhension d'ktablir la coherence du texte. Nkanmoins, les diffkrences de connaissance apparaissent lors du traitement des phrases concernkes par les infkrences globales. Les sujets ayant un degrk de connaissance important, mais pas ceux qui ont un degrk moyen ou faible, prennent plus de temps pour lire les phrases concernkes par la mise en kvidence des infkrences globales que pour les phrases de remplissage. Par conskquent, seuls les sujets ayant un haut degrt de connaissance lisent les knoncks explicites de ces infkrences plus vite que les knoncks explicites des infkrences locales. La deuxitme expkr...

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“…The question that arises here is what should be taught to enhance comprehension. The comprehension processes literature shows that successful comprehension requires a reasonable competence in decoding (e.g., La Berge & Samuels, 1974), a match (to some extent) between background knowledge and the text information (Anderson, Reynolds, Schallert & Goetz, 1977) and the utilization of strategies that effectively select, store and retrieve information (Kirby, 1984).…”

Section: Reciprocal Teaching and Reading Comprehensionmentioning

confidence: 99%

Reciprocal teaching and reading comprehension: a review

Moore

1988

Journal Research in Reading

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Reading researchers recently have turned their attention to co-operative forms of learning and teaching. One particular form of co-operative teaching is reciprocal teaching which involves the reciprocal interaction of experts and novices in explicit, overt demonstrations of strategy use. Scaffolding, active meaningful involvement, feedback, and fading of the expert's leading the interactions are seen as critical elements of the technique. This paper outlines the theoretical underpinnings of the technique and reviews research examining the effects of reciprocal teaching of comprehension strategies (summarising, predicting, clarifying, questioning) on comprehension disabled subjects. In general the findings show powerful effects, effects that transfer and generalise. The potential of the technique for enhancing other reading skills is discussed. RESUMEEnseignement reciproque et comprehension de la lecture: revue de question. Les chercheurs en lecture se sont intkresses recemment aux formes cooperatives d'apprentissage et d'enseignement. L'Enseignement Reciproque (Palincsar & Brown, 1984) en est une forme particuliere. I1 s'agit d'un enseignement qui implique I'enseignant et I'eltve dans des demonstrations explicites et ouvertes des processus cognitifs impliquts dans la lecture. L'Enseignement Reciproque met I'accent en particulier, par le biais de dialogues, sur les processus sous-jacents au resume, au questionnement, A l'anticipation et A la clarification. On qualifie de 'reciproque' cette technique dans la mesure od le maitre et les Cltves conduisent tour A tour le ISSN 0141-0423 $2.00 0 1988 Journal of Research in Reading (UKRA) 4 PHILLIP J. MOORE dialogue qui se developpe au fur et A mesure que le texte est traite. L'enseignant modtle une strategic que I'tltve modtle A son tour. Le but de ce texte est de passer en revue les recherches portant sur I'Enseignement Reciproque. La premitre partie du texte examine les Ctayages theoriques de la technique en soulignant que I'kchafaudage, la diminution du r61e d'expert, I'investissement actif dans I'apprentissage, et la fourniture d'informations en retour sont des elements importants. La seconde partie detaille le travail original de Palincsar et Brown (1984). Dans la premiere recherche on a assigne A differents groupes de traitement des elkes de 5" ayant un retard en comprehension d'au moins deux ans et demi, I'un de ces groupes de traitement ttant 1'Enseignement Rtciproque (sur une base un-un, un maitre et un elhe). L'intervention s'est ktendue sur 20 jours et on a administre des tpreuves de transfert et de retention a court terme et A long terme. On a Cgalement effectue des analyses des dialogues produits lors des sessions successives. Les resultats obtenus A un test standardise montrent une suptriorite fiable de I'Enseignement Reciproque et un transfert fiable pour la comprehension en Etudes Sociales et en cows de Sciences. Les analyses dialogiques montrent que les kltves recevant un enseignement rkciproque se preoccupent de plus en plus des idees principales plutdt...

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Frameworks for Comprehending Discourse

Cited by 67 publications

References 6 publications

Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives

The role of prior knowledge in inferential processing

Reciprocal teaching and reading comprehension: a review

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