Text comprehension as a problem solving situation

Marmolejo‐Ramos, Fernando; Cevasco, Jazmín

doi:10.11144/javeriana.upsy13-2.tcps

Cited by 9 publications

(3 citation statements)

References 111 publications

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“…In order to interpret the findings in terms of current theories, we propose a modified version of the 'shared circuits' model in which specific cognitive systems are necessary for processing of information. Specifically, we adopt a neurocognitive model that accounts for the processing of visual [42] and linguistic information [64][65][66] and that highlights the use of inference memory and simulation systems as essential to any cognitive process. More importantly, this model predicts that sensorimotor systems are required during dynamic interactions between vision and language, and recent behavioral [67] and imaging [68] evidence supports these predictions.…”

Section: Discussionmentioning

confidence: 99%

Event-related potential signatures of perceived and imagined emotional and food real-life photos

et al. 2015

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Although food and affective pictures share similar emotional and motivational characteristics, the relationship between the neuronal responses to these stimuli is unclear. Particularly, it is not known whether perceiving and imagining food and affective stimuli elicit similar event-related potential (ERP) patterns. In this study, two ERP correlates, the early posterior negativity (EPN) and the late positive potential (LPP) for perceived and imagined emotional and food photographs were investigated. Thirteen healthy volunteers were exposed to a set of food photos, as well as unpleasant, pleasant, and neutral photos from the International Affective Picture System. In each trial, participants were first asked to view a photo (perception condition), and then to create a visual mental image of it and to rate its vividness (imagery condition). The results showed that during perception, brain regions corresponding to sensorimotor and parietal motivational (defensive and appetitive) systems were activated to different extents, producing a graded pattern of EPN and LPP responses specific to the photo content - more prominent for unpleasant than pleasant and food content. Also, an EPN signature occurred in both conditions for unpleasant content, suggesting that, compared to food or pleasant content, unpleasant content may be attended to more intensely during perception and may be represented more distinctly during imagery. Finally, compared to LLP activation during perception, as well as imagery and perception of all other content, LPP activation was significantly reduced during imagery of unpleasant photos, suggesting inhibition of unwanted memories. Results are framed within a neurocognitive working model of embodied emotions.

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Section: Discussionmentioning

confidence: 99%

Event-related potential signatures of perceived and imagined emotional and food real-life photos

et al. 2015

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“…Also, research has shown that narrative texts enable rich mental representations that encapsulate the gist of a narrative’s topic [ 52 ]. In a nutshell, scientific evidence has indicated that narratives are the most optimal discursive tool to retain the gist of any message in memory, elicit emotional responses, and promote social cognition [ 45 , 52 , 54 , 55 , 56 ]. 11 Narratives thus aid in the goal of collectively constructing representations of reality and charge them with meaning [ 10 ].…”

Section: Narratives and Nb: Psychological Basis And Social Role In Pu...mentioning

confidence: 99%

AI-powered narrative building for facilitating public participation and engagement

Marmolejo‐Ramos

Workman²,

Walker³

et al. 2022

Discov Artif Intell

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Algorithms, data, and AI (ADA) technologies permeate most societies worldwide because of their proven benefits in different areas of life. Governments are the entities in charge of harnessing the benefits of ADA technologies above and beyond providing government services digitally. ADA technologies have the potential to transform the way governments develop and deliver services to citizens, and the way citizens engage with their governments. Conventional public engagement strategies employed by governments have limited both the quality and diversity of deliberation between the citizen and their governments, and the potential for ADA technologies to be employed to improve the experience for both governments and the citizens they serve. In this article we argue that ADA technologies can improve the quality, scope, and reach of public engagement by governments, particularly when coupled with other strategies to ensure legitimacy and accessibility among a broad range of communities and other stakeholders. In particular, we explore the role “narrative building” (NB) can play in facilitating public engagement through the use of ADA technologies. We describe a theoretical implementation of NB enhanced by adding natural language processing, expert knowledge elicitation, and semantic differential rating scales capabilities to increase gains in scale and reach. The theoretical implementation focuses on the public’s opinion on ADA-related technologies, and it derives implications for ethical governance.

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“…Okuduğunu anlama sürecinde, okur kaynaklı ve metin kaynaklı duygular etkileşime girmektedir (Marmolejo-Ramos ve Cevasco, 2014). Öncelikle okurun ruh hâli, metni anlama düzeyini etkilemektedir (Bohn-Gettler ve Rapp, 2011).…”

Section: Okuduğunu Anlama Sürecinde Duygularunclassified

Edebiyat ve Duygular: Öyküleyici Metinleri Anlamada Duyguların Rolü

Turhan

2021

Ana Dili Eğitimi Dergisi

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ÖzÖyküleyici metin ve okur arasındaki etkileşimin duygusal boyutu, anlatı duyguları (empati, sempati, özdeşim, yoğunlaşma), değerlendirici duygular (estetik haz, estetik tatmin) ve biçimlendirici duygularla (duygu ve düşünce değişimleri, kişilik dönüşümü) açıklanmaktadır. Bu duygusal etkileşim, genellikle psikoloji ve bilişsel bilimler alanlarında incelenmektedir. Eğitim alanında yürütülen çalışmalarda, okuduğunu anlama sürecinde okur ve metin temelli duyguların rolü incelenmektedir. Buna göre okur öyküleyici bir metni ideal bir şekilde anlamak için metnin içerdiği duyguları ve duygusal unsurları kavramakta, analiz etmekte, yorumlamakta ve değerlendirmektedir. Bu süreçte ön bilgileri, duyguları, düşünceleri ve deneyimleriyle metni anlamlandırmakta, metne yönelik kişisel/estetik tepkide bulunmaktadır. Bu yaklaşım ulusal ve uluslararası sınavlarda (PISA, PIRLS, NAEP) ve dil öğretim programlarında (Singapur, Güney Kore, ABD, Avustralya vb.) esas alınmaktadır. Bu sınavlarda ve programlarda okuduğunu anlama becerisiyle ilgili duygusal kazanım ve duygusal yeterliklere yer verilmektedir. Ancak 2006 sonrası Türkçe dersi öğretim programları bu noktada yetersiz kalmaktadır. Benzer şekilde Türkçe ders kitapları da (öyküleyici metin, okuma etkinlikleri) duygusal içerik, duygusal etkileşim ve duygusal becerilerin kullanımı açısından yetersizlik göstermektedir. Bu nedenle güncel Türkçe dersi öğretim programının ve Türkçe ders kitaplarının yapılandırılması gerekmektedir.

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Text comprehension as a problem solving situation

Cited by 9 publications

References 111 publications

Event-related potential signatures of perceived and imagined emotional and food real-life photos

Event-related potential signatures of perceived and imagined emotional and food real-life photos

AI-powered narrative building for facilitating public participation and engagement

Edebiyat ve Duygular: Öyküleyici Metinleri Anlamada Duyguların Rolü

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