Organizing factors in remembering and comprehending: A developmental analysis

Bailyn, R. Vicki; Krulee, Gilbert K.

doi:10.1007/bf01067410

Cited by 3 publications

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“…Though there is no question that much current research in cognitive psychology is of interest and benefit to reading instructors, I, for one, don't believe that "much of the relevant research has been done" or that the "original questions are no longer relevant." As mentioned, Johnston underemphasizes the kind of developmental historical perspective evident in, for instance, Clarke (1982), who calls attention to Ausubel's role as the "radical initiator" of the cdgnitivists' attention to understanding meaningful text, or in Resnick (1981), who calls for the necessity to reinterpret earlier work on questions and other adjuncts to text in light of today's more constructivist view of the reading process (p. 672), or in Bailyn and Krulee (1983), who develop an integrated perspective or older verbal learning research on organizing and memorizing lists and the newer text processing research. Purves (1983) notes that "despite their patrimony, the ahistorical psychologists have been busy proving much of what literary critics and teachers have known for a long time.…”

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Tuinman

1984

Journal of Reading Behavior

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Reading Comprehension Assessment is a timely contribution. As Johnston notes, research on reading comprehension has taken on a flavour distinct from, say, some 15 years ago and an attempt to analyze implications of this shift for the measurement of comprehension skills is welcome. This is a relatively modest book. In just under 100 pages the author deals in four chapters with some of the persistent questions in the assessment of comprehension, with the contribution of current psychological thought to understanding the concept of reading comprehension, with some general issues of assessment also relevant to measuring comprehension, and finally with his view of the future of reading comprehension assessment. Chapter One, "Defining Reading Comprehension," is largely devoted to the familiar questions of whether comprehension is a product or a process and whether comprehension "has" subskills. After delineating the issues, Johnston, drawing largely on currently fashionable cognitive psycholinguistics, introduces "an emerging perspective on reading comprehension" in order to resolve the questions of interest. He concludes that "reading can be reasoning and have subskills at the same time" (p. 17) by calling attention to the possibility that "reasoning" itself may be divisible. To his credit, Johnston recognizes that the product/process dichotomy is ultimately unproductive; a focus on one aspect or the other is a mere matter of perspective. It is not clear, therefore, why Johnston believes that we "are stuck for the most part with product measures, when we are more interested in processes" (p. 17). As most processes are not observable directly, normal measurement procedures dictate the invention of telltale products. The work of Daneman and Carpenter (e.g., Daneman, 1982) illustrates the point. The trick is to invent clever, and

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confidence: 99%

Book Review

Tuinman

1984

Journal of Reading Behavior

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Rubens²

Conference Record on Crossing Frontiers.

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International intelligibility of English: directions and resources

1985

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This is a summary of the state-of-the-art research in international intelligibility with emphasis on English. It also suggests some directions for future research. It is argued that in future research it would be desirable to make distinctions between three key concepts: intelligibility, comprehensibility and interpretability. The selected bibliography of 163 items has been assembled to give the reader an indication of how widespread this literature is, and at the same time to indicate its limitations. The sources searched include publications across various disciplines. This indicates that intelligibility can be approached from a variety of points of view and interests. Since intelligibility depends upon so many factors of different types involved in a given speech event, it is difficult to find ways o,f integrating approaches and parameters. That is a challenge for future research.In order to provide a clear perspective on the international intelligibility of English, we have selected 163 items (articles, books etc.) which represent the research done on intelligibility and comprehension during the period 1950-1985. This is not an exhaustive list by any means, but we believe it is representative, and that a study of these resources can provide sufficient information on the current state of the art, and can offer directions for future research. The bibliographies of the works listed will lead interested readers to other material.The research findings from these sources sometimes appear to be in conflict with one another; however, concerning the international intelligibility of English, it is generally agreed that:( I ) For at least the last 200 years there have been English-speaking people in parts of the world who have not been intelligible to other English-speaking people in other parts of the world. This is accepted as a natural phenomenon which will continue. It is agreed that it is unnecessary for every speaker of English to be intelligible to every other speaker of English. Our speech/writing in English needs to be intelligible only to those with whom we are likely to communicate in English.(2) Native speakers are no longer the sole judges of what is intelligible in English. More and more non-native English speakers are interacting in English with other non-native speakers. In such cases, they must decide what is and is not intelligible. International intelligibility studies are now concerned with inreractions between nonnative English speakers, between native English speakers of different national varieties, and between native and non-native English speakers.(3) Native speakers are not always more intelligible than non-native speakers. Given the same hearer, the speaker (native or non-native) who speaks clearly, is able to paraphrase, and talks at the appropriate level of the hearer in terms of proficiency, topic and speed will be most intelligible.(4) Intelligibility is not speaker-or listener-centered but is interactional between speaker and listener. ( 5 ) The greater the active involvement (not just ex...

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Organizing factors in remembering and comprehending: A developmental analysis

Cited by 3 publications

References 19 publications

Book Review

Book Review

Findings from Research on Document Quality

International intelligibility of English: directions and resources

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