Discourse Comprehension Research Papers - Academia.edu (original) (raw)

2025, Cognitive Science

It is a widely accepted fact that coherence enables a text's comprehensibility. A major source of coherence is discourse cohesion (textual properties of the text). Lexical cohesion (e.g. synonymy) and discourse connectives are two major types of discourse cohesion. We investigate the contribution of these two types of cohesion to the overall comprehension of bi-clausal sentences in Turkish. In a two-phase study, we ask the participants to judge the comprehensibility of sentences while we obtain eye-gaze data and then ask them to write recall protocols. We find that lexically cohesive sentences (labeled as high coherent) are judged more comprehensible and recalled better, and that in low coherent sentences (those lacking lexical cohesion), the fixation counts are high. This study shows that in short texts, lexical cohesion guides coherence and it is singled out as an important factor of discourse comprehension. The study concerns Turkish discourse and may have implications on discourse coherence and discourse comprehension in other languages.

2025

ED245183 - Text Cohesion and Comprehension: A Comparison of Prose Analysis Systems.

2024, Cognitive, Affective, & Behavioral Neuroscience

In the present study, we explored the influence of emotional words on the semantic integration of their following neutral nouns during sentence comprehension. We manipulated the emotionality of verbs and the semantic congruity of their following (neutral) object nouns in sentences. Eventrelated potentials were recorded to the verbs, which were either negative or neutral, and to the object nouns, which were either semantically congruent or incongruent relative to the preceding contexts. We found an N400 and a P600 effect in response to the semantic congruity of the nouns when they followed the neutral verbs. However, the P600 (but not the N400) semantic congruity effect may have been attenuated when the nouns followed the negative verbs. Meanwhile, the negative verbs elicited a larger P2 and N400 than did the neutral verbs. The results indicate that the attention captured by emotional words impaired reanalysis of the following incongruent information, demonstrating a dynamic influence of emotional words on the semantic processing of following information during sentence comprehension.

2024, Onomázein Revista de lingüística filología y traducción

Los objetivos de esta investigación son conocer el desempeño lector y narrativo de escolares con TeL y estudiar sus posibles relaciones en estos sujetos. Se trabajó con 31 estudiantes (12 alumnos con TeL y déficit gramatical y 19 estudiantes sin problemas de lenguaje). Todos cursaban 1° básico en escuelas con proyectos de integración. Se les evaluó la comprensión y producción de narraciones orales, la decodificación y la comprensión lectora. Los resultados mostraron que los escolares con TeL presentan como grupo problemas en la lectura (comprensión y decodificación) pese a que sus desempeños lectores son variables. Además, evidencian un rendimiento narrativo similar al de los alumnos sin problemas de lenguaje. Finalmente, no se encontró relación entre el desempeño lector y las habilidades narrativas orales en ambos grupos.

2024, Ciencia Cognitiva

The comprehension of discourse involves the establishment of causal connections among statements. The Causal Network Theory (Trabasso & Sperry, 1985) allows us to examine the role of these connections in the construction of a coherent text representation. Cevasco and van den Broek (2008) applied its tools to explore the comprehension of spontaneous spoken discourse. Their results indicate that statements that have a large number of causal connections facilitate comprehension to a greater extent than those that have a low number of connections. These findings suggest that listeners rely on processing the causal interconnections between a speaker’s statements to derive a coherent representation of discourse in memory, and can provide useful insights for educators.

2024, Cognition

Previous research provides evidence for expectation-driven processing within sentences at phonological, lexical, and syntactic levels of linguistic structure. Less well-established is whether comprehenders also anticipate pragmatic relationships between sentences. To address this, we evaluate a unit of discourse structure that comprehenders must infer to hold between sentences in order for a discourse to make sense-the intersentential coherence relation. In a novel eyetracking paradigm, we trained participants to associate particular spatial locations with particular coherence relations. Experiment 1 shows that the subset of listeners who successfully acquired the location~relation mappings during training subsequently looked to these locations during testing in response to a coherence-signaling intersentential connective. Experiment 2 finds that listeners' looks during sentences containing coherence-biasing verbs reveal expectations about upcoming sentence types. This work extends existing research on prediction beyond sentence-internal structure and provides a new methodology for examining the cues that comprehenders use to establish relationships at the discourse level.

2024, Onomázein

Decodificación, comprensión lectora y habilidades lingüísticas en escolares con Trastorno Específico del Lenguaje de primero básico Palabras clave: trastorno especifico de lenguaje; decodificación; comprensión lectora; conciencia fonológica; léxico; narración. Resumen Specific language impairment (SLI) is one of the most common childhood disorders in oral communication and is characterized by the presence of difficulties in the different language components. Children with SLI are a risk group for learning written language. Their heterogeneity of linguistic and metalinguistic characteristics can impact their reader profile. It is known that

2024, ExLing 2008: Proceedings of 2nd Tutorial and Research Workshop on Experimental Linguistics,

In two short stories three text characteristics have been implemented independent of each other: information status, content type, and boundary strength. Thus, each characteristic could be assessed for its unique effect on prosody. Both stories were read aloud by ten speakers. No effects were found for pitch range and articulation rate, but pause duration did vary systematically with each of the text characteristics. Effects ranged from small for information status to moderate for content type, and large for boundary strength.

2024, Psicología Educativa

2024, Ciencia Cognitiva

2024, Psicología Educativa

2024, Cognitive processing

The purpose of this study was to examine the effect of filled pauses (uh) on the verification of words and the establishment of causal connections during the comprehension of spoken expository discourse. With this aim, we asked Spanish-speaking students to listen to excerpts of interviews with writers, and to perform a word-verification task and a question-answering task on causal connectivity. There were two versions of the excerpts: filled pause present and filled pause absent. Results indicated that filled pauses increased verification times for words that preceded them, but did not make a difference on response times to questions on causal connectivity. The results suggest that, as signals of delay, filled pauses create a break with surface information, but they do not have the same effect on the establishment of meaningful connections.

2024, Journal of Nonverbal Behavior

It is well established that gestures and speech form an integrated system of communication; gestures that match the meaning of the speech they accompany favor the listener's discourse comprehension, whereas mismatching gestures whose meaning conveys information contradicting that conveyed by speech, impair comprehension. A less investigated issue is whether or not the uptake of gestural information is a deterministic process. In line with recent studies in the literature, we purport that the process may be modulated by certain factors. In particular, we investigate the role of unrelated gestures whose meaning, which is irrelevant to the speech they accompany, could be neglected. The results of four experiments led us to conclude that unrelated gestures are not processed, and that the uptake of gestural information is a non-deterministic process.

2024, European Journal of Cognitive Psychology

Recent studies in the psychological literature reveal that co-speech gestures facilitate the construction of an articulated mental model of an oral discourse by hearing individuals. In particular, they facilitate correct recollections and discourse-based inferences at the expense of memory for discourse verbatim. Do gestures accompanying an oral discourse facilitate the construction of a discourse model also by oral deaf individuals trained to lip-read? The atypical cognitive functioning of oral deaf individuals leads to this prediction. Our Experiments 1 and 2, each conducted on 16 oral deaf individuals, used a recollection task and confirmed the prediction. Our Experiment 3, conducted on 36 oral deaf individuals, confirmed the prediction using a recognition task.

2024, Journal of Nonverbal Behavior

2024, Health Services Research

Objective. To (1) compare diabetes patients' self-assessments of adherence with their providers' assessments; (2) determine whether there are systematic differences between the two for certain types of patients; and (3) consider how the cognitive processing that providers use to assess adherence might explain these differences. Data Sources/Study Setting. Primary survey data were collected in 1998 from 156 patient provider pairs in two subspecialty endocrinology clinics in a large Midwestern city. Study Design. Data were collected in a cross-sectional survey study design. Providers were surveyed immediately after seeing each diabetes patient, and patients were surveyed via telephone within 1 week of clinic visits. Data Collection/Extraction Methods. Bivariate descriptive results and multivariate regression analyses are used to examine how patient characteristics relate to four measures of overall adherence assessments: (1) patients' self-assessments; (2) providers' assessments of patient adherence; (3) differences between those assessments; and (4) absolute values of those differences. Principal Findings. Patient self-assessments are almost entirely independent of observable characteristics such as sex, race, and age. Provider assessments vary with observable characteristics such as patient race and age but not with less readily observable factors such as education and income. For black patients, we observe that relative to white patients, providers' assessments are significantly farther away from-although not systematically farther above or below-patients' self-assessments. Conclusions. Providers appear to rely on observable cues, particularly age and race, to make inferences about an individual patient's adherence. These findings point to a need for further research of various types of provider cognitive processing, particularly in terms of distinguishing between prejudice and uncertainty. If disparities in assessment stem more from information and communication problems than from provider prejudice, policy interventions should facilitate providers' systematic acquisition and processing of information, particularly for some types of patients.

2024, Estudios pedagógicos (Valdivia)

Análisis de un instrumento estandarizado para la evaluación de la comprensión lectora a partir de un modelo psicolingüístico * Analysis of a Standardized Instrument for Reading Comprehension Assessment from a Psycholinguistic Model Análise de um instrumento padronizado para a avaliação da compreensão leitora a partir de um modelo psicolinguístico

2023, Enseñanza de las ciencias

2023, Cognitive Processing

2023, Journal of Verbal Learning and Verbal Behavior

2023, L1 Educational Studies in Language and Literature

A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students' reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students' basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.

2023, Logos Revista De Linguistica Filosofia Y Literatura

Página de incio revista: www..revistas.userena.cl/logos LOGOS ¹ Este trabajo se enmarca en el proyecto de investigación FONDECYT Nª 1130584. ² Corpus pertenecientes a los proyectos DIULS Nª PRO8204 y PR11201, respectivamente.

2023, Iranian Journal of Applied Language Studies

The present research addressed the prosodic realization of global and local text structure and content in the spoken discourse data produced by Persian EFL learners. Two newspaper articles were analyzed using Rhetorical Structure Theory. Based on these analyses, the global structure in terms of hierarchical level, the local structure in terms of the relative importance of text segments and the rhetorical relations between text segments were identified. The texts were read aloud by 18 high-proficient Persian learners of English. We measured pause durations preceding segments, F0-maxima (as a correlate of pitch range) and speech rates of the segments. Results suggested that speakers give prosodic indications about hierarchical level by means of variations in pause duration but not pitch range or speech rate. Furthermore, it was found that speakers articulate causally related segments with shorter in between pauses and at faster rate than non-causally related segments. However, they di...

2023, Psicoperspectivas. Individuo y Sociedad

Resumen. El presente trabajo hace una revisión de teorías que explican el rol que cumple la organización emocional del lector al momento de comprender un texto narrativo. Para ello se analizan teorías psicolingüísticas de comprensión de textos, con especial énfasis en la estructura del significado emocional del texto. A partir de lo anterior se sientan las bases para proponer un modelo de comprensión emocional que es aplicado a un texto narrativo. Se analizan las perspectivas metodológicas y el objeto a fin de considerar las posibilidades heurísticas de una línea de investigación en este campo.

2023, REPOSITORIO DE REVISTAS DE LA UNIVERSIDAD PRIVADA DE PUCALLPA

La investigación se propuso determinar la relaciónentre el dominio semántico y la comprensión de textosespecializados en estudiantes de la Carrera Profesionalde Derecho de la Universidad Nacional Amazónicade Madre de Dios. Es un estudio de tipo básico, pordesarrollar el conocimiento científico teórico en cuantoa la semántica y la comprensión lectora de menor ymayor complejidad académica. Es de nivel descriptivoy diseño correlacional. La muestra estuvo conformadapor 60 estudiantes. La técnica aplicada para recopilarlos datos fue la evaluación y como instrumento se aplicóun test para determinar el dominio semántico y las fichasde lectura para evaluar los niveles de comprensiónde textos especializados. El dominio semántico sedisgregó en dimensiones de: vocabulario en contexto,sinónimo y antónimo en contexto, parónimo, parónimo,homónimos, hiperónimos-hipónimos y marcadorestextuales. Las dimensiones de comprensión de textos:comprensión en el nivel proposicional, nivel local, nivelglobal ...

2023, Revista Colombiana de Rehabilitación

El objetivo del trabajo fue determinar la validez y confiabilidad de la prueba tamiz del lenguaje en preescolares de 2 a 3 años del municipio de Juan De Acosta del Departamento del Atlántico. Fue un estudio descriptivo, cuantitativo, realizado a treinta preescolares del plan de atención “Educación y Desarrollo Integral para cada Colombiano”. Se evaluó la validez del instrumento por parte de los jueces expertos, en relación a cada uno de los aspectos del lenguaje que contiene la prueba. La confiabilidad del instrumento, fue hallada mediante el estadístico ALPHA DE CRONBACH, aplicado al total de la muestra. Se encontró que el 66,7% están de acuerdo con que el aspecto pragmático es válido y el 33.3% que este aspecto es pertinente, claro y completo. Referente a los aspectos semántico y morfosintáctico en un 8.43, 8.46 y8.75 respectivamente. El aspecto fonético-fonológico de la prueba obtuvo una confiabilidad de 4.49, lo que determina que dicho aspecto presentó una baja consistencia inte...

2023, Memory & Cognition

, is that only those inferences necessary for a coherent interpretation of a text are routinely made, and that they are typically made in a backward direction. A related idea is found in the minimalist hypothesis of McKoon and Ratcliff (1992), which claims that only those inferences needed for local cohesion and those that are based on information readily available in memory are automatically made. The minimalist claim that knowledge-based inferences might be made suggests that inferences are probably not restricted solely to those needed for coherence. However, the specific claim in the minimalist hypothesis is problematic (e.g., Graesser, Singer, & Trabasso, 1994), largely because of the difficulty of establishing a criterion for what information is readily available that is independentof which inferences are made. Garnham (1989) made a different suggestion about a set of inferences that are both unnecessary for coherence and possibly made routinely. His suggestion was that inferences that depend on the presence of a single lexical item in a text might be made. Garnham first made this suggestion in connection with the results of Garrod and Sanford (1981). Garrod and Sanford studied a set of inferences that looked very like the bridging inferences studied by Haviland and Clark (1974) and others, and which were shown to be made in a backward direction. So, (3) was read more slowly after (2) than after (1): (1) We got some beer out of the trunk. (2) We checked the picnic supplies. (3) The beer was warm. This result suggested that the inference that there was beer among the (Californian) picnic supplies was not made elaboratively when the picnic supplies were first mentioned, but only in order to understand the definite reference to beer in (3). Garrod and Sanford studied the apparently similar contrast of (4) or (5) followed by (6), but found that no extra time was required to interpret (6) following (5) in examples of this kind: (4) Mary put the clothes on the baby. (5) Mary dressed the baby. (6) The clothes were made of pink wool. Garnham's (1989) suggestion was based on the fact that the definition of dress makes reference to clothes. The representation of (4), therefore, already contains a representation of a set of clothes to which the definite noun phrase "The clothes" in (6) can refer. By contrast, there is no single lexical item in (2) with a definition that includes beer. It is widely accepted that lexical entries have complex definitions. So, it is plausible that simply by using the meaning of dress, among other things, to construct the meaning of (5), clothes are automatically encoded into the representation. In (2), on the other hand, an additional inference would be required to encode a representation of beer into the representation of that sentence, and this work may well not be carried out.

2023, L1 Educational Studies in Language and Literature

2023, Memory & Cognition

2023, Scientific Reports

This study examined whether systematic whole-body stimulation and increased attention to visuospatial motion patterns can enhance the appraisal of action meanings evoked by naturalistic texts. Participants listened to action and neutral (non-action) narratives before and after videogame-based bodily training, and responded to questions on information realized by verbs (denoting abstract and action processes) and circumstances (conveying locative or temporal details, for example). Strategically, we worked with dyslexic children, whose potential comprehension deficits could give room to post-training improvements. Results showed a selective boost in understanding of action information, even when controlling for baseline performance. Also, this effect proved uninfluenced by short-term memory skills, and it was absent when training relied on non-action videogames requiring minimal bodily engagement. Of note, the movements described in the texts did not match those performed by participa...

2023, Journal of Personality and Social Psychology

Do people make trait inferences, even without intentions or instructions, at the encoding stage of processing behavioral information? Tulving's encoding specificity paradigm (Tulving & Thomson, 1973) was adapted for two recall experiments. Under memory instructions only, subjects read sentences describing people performing actions that implied traits. Later, subjects recalled each sentence under one of three cuing conditions: (a) a dispositional cue (e.g., generous), (b) a strong, nondispositional semantic associate to an important sentence word; or (c) no cue. Recall was best when cued by the disposition words. Subjects were unaware of having made trait inferences. Interpreted in terms of encoding specificity, these results indicate that subjects unintentionally made trait inferences at encoding. This suggests that attributions may be made spontaneously, as part of the routine comprehension of social events. Although research on social inferences has dominated social psychology for well over a decade, the lion's share of scientific attention has centered on inferences made in response to explicit instructions. But as several researchers have recently pointed out (Berscheid, Fraziano, Monson, & Dermer, 1976; Pyszczynski & Greenberg, 1981; Wong & Weiner, 1981), there is little research on whether and when such inferences occur spontaneously. This issue of whether and when social inferences are initiated in the absence of investigators' instructions is important in its own right and has serious import for research in social cognition. The spontaneousness of these inferences largely determines their frequency outside the laboratory and is therefore crucial to any claim regarding their psychological importance.

2023, Estudios pedagógicos (Valdivia)

2023, European Journal of Cognitive Psychology

2023, Psychonomic Bulletin & Review

Previous research has demonstrated that the activation of predictive inferences can be affected both by the immediately preceding context and by the information contained in an earlier portion of a passage. Experiment 1 demonstrated that the same immediate context can result in the activation of different inferences when different character trait descriptions of the protagonist were presented earlier in the passage. Experiment 2 demonstrated that the trait descriptions produced activation of a specific inference; this occurred even though the immediately preceding context, in isolation, led to the activation of a different inference. The results of both experiments offer further support for the view that inference activation occurs as a result of the combined influence of the immediate context and the earlier portions of a text.

2023

Language comprehension deficits are characteristic for various forms of specific developmental disorders of speech and language. These deficits are especially characteristic for aphasia with epilepsy and specific language disorders. Main goal of this study was examination of language comprehension in children with specific developmental language disorder and changes in electroencephalographic activities (EEG) compared with children who have specific language disorders and normal EEG findings. The examination included three levels: lexical, syntactic (grammatical) and discourse. The entire sample included 14 children, aged between 5 and 7, who were on speech and language treatment at the Institute for Psycho-Physiological and Speech Disorders 'Professor Cvetko Brajović'. The children were divided into two groups: experimental and control. Experimental group included seven children with specific language disorders who had changes in EEG activity, and control group included sev...

2023, Literatura y lingüística

Evaluación dE una intErvEnción pEdagógica dE alfabEtización visual En la comprEnsión lEctora dE tExtos multimodalEs En programas dE formación inicial docEntE En lEnguajE y comunicación* Miguel Farías Farías** Resumen Al abordar la lectura de textos multimodales desde una perspectiva socio semiótica, buscamos estrategias de andamiaje en alfabetización visual que orienten su comprensión. Definido un protocolo de intervención, se diseñaron textos con preguntas textuales y multimodales. Se usó un modelo semi experimental, con estudiantes en formación inicial docente en Lenguaje y Comunicación de dos universidades de la Región Metropolitana. Un grupo fue expuesto a la intervención y a pruebas de comprensión lectora; otro, solo a pruebas de comprensión. Los resultados no mostraron diferencias significativas entre los grupos. Se evalúa i) la necesidad de mayor exposición al andamiaje, ii) las estrategias de transferencia y iii) la complejidad de los textos. Conceptualmente se adaptó un modelo con intervenciones en tres estadios semióticos. Palabras clave: protocolo de alfabetización visual, comprensión lectora, texto multimodal. assEssing a pEdagogical intErvEntion in visual litEracy for rEading comprEhEnsion of multimodal tExts in languagE and communication prE-sErvicE tEachEr Education

2023, Literatura y lingüística

hacia una caracTerización De los TexTos MulTiMoDales usaDos en ForMación inicial DocenTe en lenguaje y coMunicación*

2023

Resumen El principio y el efecto de redundancia parecieran ser un impedimento para el aprendizaje en campos diversos. Este trabajo da cuenta de una investigación que intenta probar si tal redundancia tiene también efectos negativos en el aprendizaje de expresiones idiomáticas en inglés como lengua extranjera. Dos grupos de estudiantes universitarios fueron expuestos a dos tipos de presentaciones multimodales: uno, a texto en pantalla, narración e imagen fija; y el otro a texto en pantalla y narración. Según el principio de redundancia, la presentación del primer grupo duplicaría la información y conllevaría a una sobrecarga cognitiva. Aunque los resultados indican que no hay mayor variación entre los dos grupos en cuanto a retención, en transferencia hay variaciones atribuibles a las características semánticas del vocabulario presentado. Palabras clave: aprendizaje multimodal, principio y efecto de redundancia, expresiones idiomáticas, inglés como lengua extranjera Abstract The prin...

2023, Acute medicine & surgery

This paper describes a communication practice called "online commentary" that is in widespread use in primary care in the USA. Online commentary is talk by a clinician that describes what he or she is finding in the course of the physical examination of the patient. The paper reviews the primary features of online commentary, with a special focus on its role in forecasting the likely results of the physical examination during the examination itself. It also describes patient outcomes that are associated with this use. It then uses data from an emergency room in the western USA to extend the notion of online commentary from primary care to the emergency setting. It proposes that online commentary facilitates effective teamwork by forecasting next actions, allowing members of the emergency team to anticipate probable next steps in the investigation and treatment of patient injuries.

2023, Research on Language and Social Interaction

In this article, we discuss the notion of a 'conversation analytic intervention,' focusing on the role of conversation analysis in the major stages of intervention research, epitomized by the randomized controlled trial, the gold standard for intervention in the medical sciences. These stages embrace development, feasibility and piloting, evaluation, and implementation. We describe how conversation analytic methods are used as part of the first two stages and how a conversation analytic skill base and sensibility must be deployed in managing the last two stages. Through a review of practical requirements for successful, externally-funded intervention research, we provide suggestions for how to maximize the potential for basic, conversation analytic research to eventuate in intervention. Data are in American English. The progressive expansion in the range, quality, and reliability of conversation analytic (CA) findings over recent years has increased confidence that these findings will find significance in real-world applications. These applications are, of course, various. As Antaki (2011) observed, there are numerous ways in which CA findings can be applied, such as toward the establishment of new areas of scholarship or toward a better understanding of macrosocial issues, communication problems, organic/psychological disorders, and the workings of social institutions. When CA is

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2023

El rol del numero de conexiones causales de cada enunciado en el recuerdo de discurso escrito y oral ha sido destacado por estudios acerca de la comprension de discurso. La importancia del rol conversacional del hablante que produce cada enunciado, y de la posesion de una version coherente del evento sobre el que se conversa han sido destacados por estudios acerca de la formacion de la memoria de una conversacion por parte de sus participantes. El proposito de este estudio fue explorar el interjuego entre la conectividad causal de los enunciados escuchados, su congruencia o incongruencia con la version original del evento del participante (una historia) y el rol conversacional del hablante que produce cada uno de los enunciados (narrador -no narrador) en el recuerdo posterior de una conversacion. Los resultados sugieren que tanto la conectividad causal de los enunciados, asi como el rol conversacional del hablante, y la congruencia de los enunciados con la version del evento del par...

2023, Lecture Notes in Computer Science

Computational storytelling systems have mainly focused on the construction and evaluation of textual discourse for communicating stories. Few intelligent camera systems have been built in 3D environments for effective visual communication of stories. The evaluation of effectiveness of these systems, if any, has focused mainly on the run-time performance of the camera placement algorithms. The purpose of this paper is to present a systematic cognitive-based evaluation methodology to compare effects of different cinematic visualization strategies on viewer comprehension of stories. In particular, an evaluation of automatically generated visualizations from Darshak, a cinematic planning system, against different hand-generated visualization strategies is presented. The methodology used in the empirical evaluation is based on QUEST, a cognitive framework for question-answering in the context of stories, that provides validated predictors for measuring story coherence in readers. Data collected from viewers, who watch the same story renedered with three different visualization strategies, is compared with QUEST's predictor metrics. Initial data analysis establishes significant effect on choice of visualization strategy on story comprehension. It further shows a significant effect of visualization strategy selected by Darshak on viewers' measured story coherence.

2023, Psychonomic Bulletin & Review

2023, Discourse Processes

This paper provides an explanation for the non-specificity of emotion inferences found in previous research (e.g., Gygax, Garnham & Oakhill, 2004). We first demonstrate that behavioral components of emotions, as opposed to emotions per se, are better markers of readers' mental representations of the main character's affective status. We also suggest that in a self-paced reading paradigm, when participants read sentences slower than others, it does not unequivocally provide insight into their mental representations of the text. We show that specific control conditions need to be implemented before such an assumption can be made in order to separate inference and representation processes from contextual integration processes.

2023, Revista signos

Este artículo presenta los resultados de un estudio en el que se investiga la relación entre el vocabulario y la memoria, por una parte, y la comprensión de textos descriptivos orales, por otra, en preescolares. Se postula como hipótesis que el desarrollo léxico y la memoria presentan no solo una correlación significativa con el rendimiento en comprensión, sino que estas variables puedan además predecir el desempeño en el nivel discursivo. Se efectuó un estudio con 36 niños de un rango etario entre 4; 5 y 5; 7 años, a los cuales se les aplicó un test de vocabulario pasivo (TEVI-R), una prueba de discriminación léxica (TDL), un test de memoria (Evalúa-0) y una prueba de comprensión oral de textos descriptivos desarrollada ad hoc para esta investigación. Los resultados permiten confirmar que tanto la memoria como el léxico se correlacionan significativamente con la comprensión. En un análisis de regresión, no obstante, solo el léxico (en las dos medidas utilizadas) resultó un predictor estadísticamente significativo del desarrollo en comprensión de textos descriptivos. En su conjunto, las evidencias encontradas respaldan las propuestas que destacan el papel del vocabulario en el desarrollo temprano de habilidades discursivas.

2023, Literatura y lingüística

* Artículo inscrito en la tesis doctoral de la autora principal, titulada La lectura en la educación superior: el papel del texto y del uso de estrategias en la comprensión lectora de estudiantes de primer año.

2023, Psicología Iberoamericana

Investigaciones acerca de la formación de la memoria grupal han destacado la importancia de los enunciados del narrador de un grupo y la confiabilidad de los hablantes. Investigaciones acerca de la comprensión del discurso han señalado la importancia del rol de las conexiones causales. El propósito de esta investigación fue explorar el rol de las conexiones causales de los enunciados, del rol conversacional y de la confiabilidad del hablante en el recuerdo de conversaciones grupales. Los resultados indicaron que tanto la conectividad causal, así como la confiabilidad del hablante tienen un efecto en la probabilidad de recuerdo de enunciados conversacionales, sugiriendo que una serie de factores psicológicos y sociales intervienen en la conformación de la memoria grupal.

2023, APUNTES DE PSICOLOGÍA

La comprensión del discurso es central para la participación social y el desempeño en el ámbito educativo. Estudios previos sugieren que la realización de tareas de elaboración la facilitan, dado que promueven que los lectores se involucren con el texto, y lo procesen más profundamente. Entre ellas, las preguntas de elaboración (tales como: ‘Por qué la oración que leíste es cierta?’) tienen un rol destacado. Considerando la importancia de facilitar la comprensión de textos para el ámbito educativo, el objetivo de esta revisión narrativa es presentar estudios que han examinado el rol de estas preguntas en la comprensión del discurso narrativo y expositivo por parte de estudiantes de distintos niveles educativos y con distintas lenguas, con el fin de destacar contribuciones y brechas en la investigación actual, y señalar preguntas pendientes para la realización de futuros estudios. Entre ellas, se destacará que estudios previos no han tendido a examinar el interjuego entre la presenta...

2023, Revista Latinoamericana De Psicologia

The study of the role of prosodic breaks and pitch accents in comprehension has usually focused on sentence processing, through the use of laboratory speech produced by both trained and untrained speakers. In comparison, little attention has been paid to their role in the comprehension and production of spontaneous discourse, or to the interplay between prosodic cues and pitch accents and the generation of inferences. This article describes studies which have focused on the effects of prosodic boundaries and pitch accents in sentence comprehension. Their results suggest that prosody has an early influence in the parsing of sentences as well as the processing of the information structure of a statement. It also presents a new model of spontaneous discourse comprehension that can accommodate paralinguistic factors, like pitch and prosody, and other communication channels and their relation to cognitive processes. Stemming from the model presented, future research directions are sugges...