Inference in Text Understanding

Collins, Allan; Brown, John Seely; Larkin, Kathy M.

doi:10.4324/9781315107493-20

Cited by 59 publications

(11 citation statements)

References 2 publications

(2 reference statements)

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“…By utilizing think-alouds as a data source, researchers become aware of participants' thought processes, to gain insight into the processes that mentally occur during reading (Pressley & Afflerbach, 1995). According to Collins, Brown, and Larkin (1980), the think-aloud process enables researchers to identify the strategies used by skilled readers and to call attention to the deficiencies of less proficient readers. In addition to being a useful way to understand the processes that occur during reading, think-alouds also improve students' reading comprehension (Baumann, Jones, & Seifert-Kessell, 1992;Bereiter & Bird, 1985;Silven & Vauras, 1992).…”

Section: The Purposes For and The Theoretical Framework Of This Studymentioning

confidence: 99%

Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Humphries

Ness

2015

Journal of Research in Childhood Education

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Section: The Purposes For and The Theoretical Framework Of This Studymentioning

confidence: 99%

Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Humphries

Ness

2015

Journal of Research in Childhood Education

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“…First, according to the cognitive perspective, having conversations with others allows learners to actively engage in cognitive activities such as questioning, interpreting, elaborating, or relating information to prior knowledge. These activities increase the likelihood that information will be understood and retained (Anderson & Biddle, 1975;Collins, Brown, & Larkin, 1980;Pressley, Wood, Woloshyn, & Martin, 1992). Second, social constructivists like Vygotsky have held the position that high-order functions develop out of language-based social interactions (Vygotsky, 1978).…”

Section: Theoretical Foundation For Online Discoursementioning

confidence: 99%

Exploring the relationship between online discourse and commitment in Twitter professional learning communities

Xing

Gao

2018

Computers & Education

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Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitterbased professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community members remain committed and others gradually drop out. To fill this gap in the research, this study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter-based professional learning community. More than 600,000 tweets generated over six years under the hashtag #edchat were gathered. Online discourse was deconstructed to the cognitive dimension, the interactive dimension, and the social dimension. Text-mining methods were then used to automatically identify these dimensions in the tweets. Finally, survival analysis was used to quantify the influences of these dimensions on users' commitment time to the Twitter community. The implications of the results and findings are then discussed.

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“…It is interesting, though, that the nature of human competence in language skills -gradable as it is -should invariably encourage descriptions and evaluations in terms of optimized and seheBrought to you by | Nanyang Technological University Authenticated Download Date | 6/17/15 10:36 AM matized patterning. The concept of a "skilled", "competent", or "better" reader/writer has of late received a lot of attention in text and discourse studies (Brown 1980;Collins-Brown-Larkin 1980;Flower 1981;Stubbs 1983;Jordan 1984;Hult 1986;Nystrand 1986: Carrell 1988. To what extent the idea of a "better" writer/reader has been operationalized is not quite clear to me; to paraphrase Coulthard (1994: 3), it could simply be used as "a flattering redefinition of the label 'ideal speaker'".…”

Section: Membersmentioning

confidence: 99%

Cross-cultural academic communication: a discourse-community view

Duszak¹

1997

Culture and Styles of Academic Discourse

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Variation in academic discourseRecent insights into academic writing have shown considerable variation in text characteristics across fields, languages, and cultures. Major as well as subtle differences were noted in style preferences, and on various levels of form and content organization. A number of such discoursal phenomena are discussed in this volume, and ample evidence can be found in other sources in the area of research into academic communication patterns.Among the most notable differences are field-and culture-bound disparities in global organization schemata of texts. These include divisions within text space, their labeling and sequencing. Texts have been found to vary in the degree of explicitness and metadiscoursal guidance as to what meanings have been, are, or will be communicated. They have been shown to differ in redundancy levels and in the amount of background that is sanctioned in establishing relevance relations between ideas. Differences in the use of structural resources and rhetorical devices have also been pointed out.If experimental sciences are prone to show more similarities in textualization patterns, writings in the humanities and social sciences evidence more prominent variation. In these research fields, communication styles respond most strongly to language-and culture-bound discoursal preferences and constraints. It is this kind of academic discourse we will focus on in the following discussion of the human properties behind variable text characteristics.

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Inference in Text Understanding

Cited by 59 publications

References 2 publications

Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Exploring the relationship between online discourse and commitment in Twitter professional learning communities

Cross-cultural academic communication: a discourse-community view

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