Summary: 3.4

Read the summary and the most important questions on 3.4

• 1 college 2

• 1.1 theories

• Simple view of reading (Hoover & Gough, 1990)

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• Construction integration model (Kintsch, 1988)

  Different levels of a mental representation:
  

  • surface level
  • text base level
  • situation model (ingewikkelder)

• Constructing a mental representation (McNamara & Magliano, 2009)

  Definition mental representation: mental image of the text, making connections to text information and need background knowledge
  
  Inferences: read between the line so implicit information
  - Text-based inference
  - Knowledge based inference are usually more difficult bs higher level of understanding

• 1.2 relation with comprehension of other media

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• Comparison of level of comprehension across grade levels (Diakidoy et al.,2005; Verlaan et al., 2017; Wolf et al., 2019)

  Higher: it's a more active process, you need your working memory bc you can't go back like when you're reading a text

• 1.3 measuring reading comprehension

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• Cloze tasks (ontbrekende woorden invullen)

  • Easy to make and use 
    

  
  
  disadvantage: does it really measure comprehension at deeper level? This is more strongly related to reading skills and less on comprehension skills bc they don't have to interefere sentences or use background knowledge 

• 2 Week 3: taal en begrip

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• To monitor a simple state of affairs you need to monitor 5 dimensions in order to understand

  • time 
    
  • location
  • entities (people, things)
  • goals 
  • causation

  
  
  we cannot form the model pure on what we observe, we need background knowledge 

• Anaphoric reference (belangrijker voor psychologen)

  cohesion consists of relating some current expression to one encountered earlier.
  
  

  • anaphor: expressie used to refer back to something previously mentioned in discourse
  • antecedent: previously referent   

  
  
  most interesting, bc link with working memory: To understand a simple pair of sentences, we must hold the antecedent in working memory long enough to link it with the anaphor.

• Given/New strategy (comprehension of anaphoric reference)

  • Given: information that reader/listener already knows
    
  • new: information that the comprehender is assumed to not know

  
  
  
  
  
  the process of under- standing a sentence in discourse context consists of three subprocesses or stages: (1) identifying the given and new information in the current sentence, (2) finding an antecedent in memory for the given information, and (3) attaching the new information to this spot in memory. 
  
  
  
  
  
  Sentences that mark information as given but have no obvious antecedent from previous sentences should pose comprehension difficulties. 

• Whitney, Ritchie en Clark: inferenties die zich voordoen tijdens hardop denken

  2 groepen die verschilden qua werkgeheugen 
  

  • hoge geheugen span readers gebruikte meer inferenties aan het einde van de passage. Lage geheugen span readers verspreidde hun inferenties gelijk over de passage. 
  • Ze (lage) gebruiken ook specifieke elaborations that were definite interpretations of ambiguous aspects of the passage terwijl high span readers used more general inferences that left the interpretation more open ended

• 2 definitions of close (McKoon, Ratcliff; 1980)

  
  
  
  

  1. the number of intervening words in the surface structure 
  2. the number of intervening propositions in the discourse structure