What makes a good answer to a question?: Testing a psychological model of question answering in the context of narrative text

Golding, Jonathan M.; Graesser, Arthur C.; Millis, Keith K.

doi:10.1080/01638539009544761

Cited by 14 publications

(6 citation statements)

References 14 publications

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“…Previous studies (Golding et al, 1990; Murachver et al, 1985) reported that GOA judgments are significantly predicted by the arc search and structural distance components when answers are evaluated in the context of narrative text. Arc search and structural distance are also robust predictors of answer production scores when question-answering protocols (rather than GOA judgments) are collected in the context of narrative text (Graesser & Murachver, 1985) and expository text (Graesser & Hemphill, 1991; Graesser, Hemphill, & Brainerd, 1989).…”

Section: Discussionmentioning

confidence: 91%

“…Therefore, GOA judgments should be negatively correlated with the number of arcs between the entry node (corresponding to the queried node) and the answer node. Empirical support for this negative relationship has been found for narrative text (Golding et al, 1990; Murachver et al, 1985), for expository text (Graesser & Hemphill, 1991; Graesser et al, 1989), and for generic knowledge structures (Graesser & Clark, 1985). In these studies, the effects of the arc search procedures were partialed out from the effects of structure distance.…”

Section: Quest Model Of Question Answeringmentioning

confidence: 99%

“…The validity of these arc search procedures has been supported in previous psychological studies. QUEST's arc search procedures have significantly predicted the likelihood of nodes being produced as answers to the five types of questions (Graesser & Hemphill, 1991; Graesser et al, 1989; Graesser & Murachver, 1985) and the ability of subjects to discriminate good answers from bad answers (Golding, Graesser, & Millis, 1990; Murachver, Murray, & Graesser, 1985). The arc search procedures have consistently been robust predictors of both the answer production scores and the GOA judgments.…”

Section: Quest Model Of Question Answeringmentioning

confidence: 99%

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Question answering in the context of stories.

Graesser

Lang²,

Roberts³

1991

Journal of Experimental Psychology: General

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In this study a model of question answering (called QUEST) is tested in the context of short stories. College students first read a story and then judged the quality of answers to questions about episodes in the story. The model could account for the goodness-of-answer judgments and decision latencies of 5 categories of questions: why, how, when, enablement, and consequence. QUEST specifies the information sources that are activated during question answering; the content of each information source is structured according to a theory of knowledge representation. QUEST specifies the convergence processes that dramatically narrow down the set of possible answers (activated from the information sources) to a small set of good answers to a question.

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Section: Discussionmentioning

confidence: 91%

Section: Quest Model Of Question Answeringmentioning

confidence: 99%

Section: Quest Model Of Question Answeringmentioning

confidence: 99%

See 1 more Smart Citation

Question answering in the context of stories.

Graesser

Lang²,

Roberts³

1991

Journal of Experimental Psychology: General

Self Cite

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show abstract

“…In part, this may be due to the nature of the instructions, as subjects were asked to write down what they remembered ''verbatim insofar as possible''. Through the use of procedures such as think-aloud protocols , and question-answering techniques (Golding, Graesser, & Millis, 1990), future research may determine how subjects actually perceive and comprehend these interruptive actions.…”

Section: Interruption and Bizarreness Effects 229mentioning

confidence: 99%

Interruption and bizarreness effects in the recall of script-based text

Davidson

Larson

Luo

et al. 2000

Memory

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Recall of script, script-irrelevant, and script-interruptive actions in script-based stories was examined in four experiments. By varying the plausibility of the script-irrelevant and the script-interruptive actions, the bizarreness effect (i.e., enhanced recall for bizarre, implausible actions) was assessed within the context of script-based text. In addition, presentation of script-interruptive actions actions allowed for an assessment of the interruption effect (i.e., enhanced recall for interruptive actions). A bizarreness effect was found, to the extent that implausible script-irrelevant actions were better recalled than their more plausible counterparts and script actions. However, implausible actions were not better recalled than script-interruptive actions, nor did bizarreness significantly enhance recall of script-interruptive actions. These results are discussed in terms of recent assumptions underlying interruptions underlying interruption and bizarreness effects, and in terms of recent assumptions about how scripted and nonscripted actions are retained in memory.

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“…thereby leading them to seek potential causes. The process of answering why-questions through generating explanations or inferring potential causes has been referred to as explanation-centered learning (Graesser and Franklin 1990;Golding et al 1990;Graesser et al 1991Graesser et al , 1994Graesser et al , 1996Graesser et al , 2005Long et al 1992).…”

Section: Second Assumption Underlying the Bottom-up Approachmentioning

confidence: 99%

The design of technology-rich learning environments as metacognitive tools in history education

2011

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Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach. Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners using the metacognitive tool had better recall and that the tool helped them (a) notice that particular events in an historical narrative text are unexplained, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a technology-rich learning environment that assist learners in terms of regulating their learning while they accomplish authentic tasks of historical inquiry.

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What makes a good answer to a question?: Testing a psychological model of question answering in the context of narrative text

Cited by 14 publications

References 14 publications

Question answering in the context of stories.

Question answering in the context of stories.

Interruption and bizarreness effects in the recall of script-based text

The design of technology-rich learning environments as metacognitive tools in history education

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