Reprocessing text: Indirect measures of word and message level processes.

Levy, Betty Ann; Kirsner, Kim

doi:10.1037/0278-7393.15.3.407

Cited by 91 publications

(179 citation statements)

References 44 publications

(68 reference statements)

Supporting

Mentioning

145

Contrasting

Order By: Relevance

“…4;Levy et al, 1991, Exp. 1), but is inconsistent with the finding that reading words in the context of a text or meaningful sentence produces little or no facilitation on a subsequent word identification task (e.g., Levy & Kirsner, 1989;MacLeod, 1989). The current result involving rereading scrambled sentences, as well as previous studies with scrambled texts, may reflect a strategic use of memory for the message of the earlier reading to construct a meaningful interpretation of the scrambled version of the sentence.…”

Section: Discussioncontrasting

confidence: 96%

“…The characterization outlined here and by others (e.g., Jacoby et al, 1992;Levy, 1993;Levy & Kirsner, 1989;Levy et al, 1992) of the episodic basis for comprehension fluency shares a number of fundamental attributes with the episodic view of repetition effects that has been developed primarily in the arenas of word and object identification (e.g., Jacoby & Brooks, 1984;Roediger et al, 1989). These features include the long-lasting nature of the effects of experience when revealed through fluent reprocessing (e.g., Tulving, Schacter, & Stark, 1982) and robustness across a variety of task demands (e.g., Jacoby & Dallas, 1981).…”

Section: An Episodic Basis For Fluencymentioning

confidence: 66%

See 1 more Smart Citation

Episodically enhanced comprehension fluency.

Masson¹

1993

Canadian Journal of Experimental Psychology / Revue canadienne

View full text Add to dashboard Cite

Fluent reading comprehension was explored in a series of experiments involving sentences presented in normal and inverted typography. Sentences read in a test phase had been read earlier in exactly the same form, or in versions that were created by (a) altering the word order within sentences to create randomly ordered word strings or (b) exchanging causally related clauses to form new meaningful sentences. Variation from exact repetition of word order or clause combination increased the time taken to read the test sentences and these effects were evident over retention intervals ranging from one day to four months. Varying word order across repeated presentations of a sentence was also shown to reduce reporting accuracy in a rapid serial reading task. These results support an episodic view of the basis for rereading fluency in which comprehension processes responsible for constructing and integrating propositions are automatically recruited and reapplied when a sentence is reread.Resume La facilite de comprehension de textes a fait l'objet d'une serie d'experiences dans lesquelles les sujets devaient lire des phrases dont la typographic etait tantot normale, tantot inversee. Les phrases presentees a l'etape d'essai avaient ete lues auparavant soit sous une forme identique, soit sous une nouvelle forme ou a) l'ordre des mots dans les phrases etait modifie de maniere a creer des suites de mots agences au hasard ou b) les propositions causales etaient combinees autrement pour creer de nouvelles phrases sensees. Lorsque l'ordre des mots ou l'agencement des propositions etait modifie par rapport a celui qui 6tait repete fidelement, le temps de lecture des phrases presentees a l'essai etait plus long, et cet effet se manifestait de facon evidente apres les intervalles de retention allant d'un jour a quatre mois. La presentation repetee d'une meme phrase dans laquelle l'ordre des mots etait modifie avait egalement pour effet de reduire 1'exactitude des reponses donnees pendant une tache de lecture rapide en serie. Les resultats obtenus temoignent des bases episodiques de la facilite de relecture ou les processus de comprehension responsables de la construction et de l'inte'gration des propositions sont automatiquement selectionnes et reactives lors de la relecture d'une phrase.

show abstract

Section: Discussioncontrasting

confidence: 96%

Section: An Episodic Basis For Fluencymentioning

confidence: 66%

Episodically enhanced comprehension fluency.

Masson¹

1993

Canadian Journal of Experimental Psychology / Revue canadienne

View full text Add to dashboard Cite

show abstract

“…However, Levy and her colleagues found results quite different from those of the Carr group (Levy & Burns, 1990;Levy et al, 1995;Levy, DiPersio, & Hollingshead, 1992;Levy & Kirsner, 1989). Levy and Burns asked participants to silently read and then reread texts that varied in form, following Carr et al's (1989) paradigm.…”

mentioning

confidence: 82%

Text repetition and text integration

Collins

Levy

2007

Memory & Cognition

View full text Add to dashboard Cite

Two experiments explored the levels of text representation that mediate text repetition effects, following the Raney (2003) model. The magnitude of the repetition benefit in Experiment 1 supported predictions of Raney's model, indicating that the ease of forming a situation model contributed to the magnitude of the reprocessing benefit. In addition, representations organized around a good situation model were more sensitive to changes than were representations formed from reading without a good situation model. The results of Experiment 2 did not support the suggestion that the surface form and textbase are bound to a well-developed situation model, thereby limiting repetition effects to similar linguistic contexts. Rather, the nature of the repetition benefits in the present series of experiments are better explained by the degree of overlap between passages at each of the three levels of text representation.

show abstract

“…Alternatively, auditory perception of words may be more obligatory than visual perception of words and, so, less influenced by context. Subsequent research is required to determine whether the context effects found in visual priming (e.g., Levy & Kirsner, 1989;Martin-Chang & Levy, 2006) can be found in auditory priming. If not, the effects of context would amount to the first substantial dif-f f ference in priming between the two modalities.…”

Section: Au a A Thor Notementioning

confidence: 99%