Cohesive Features of Deep Text Comprehension Processes [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (38th, Philadelphia, PA, 2016).

Autor/inn/en	Allen, Laura K.; Jacovina, Matthew E.; McNamara, Danielle S.
Titel	Cohesive Features of Deep Text Comprehension Processes [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (38th, Philadelphia, PA, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Comprehension; Reading Processes; Reading Strategies; Protocol Analysis; Lexicology; Semantics; Connected Discourse; Undergraduate Students; High School Students; Statistical Analysis; Metacognition; Multivariate Analysis + Suchen Sie Ihr Suchwort? Leseverstehen; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Lexikologie; Semantik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse
Abstract	This study investigates how cohesion manifests in readers' thought processes while reading texts when they are instructed to engage in self-explanation, a strategy associated with deeper, more successful comprehension. In Study 1, college students (n = 21) were instructed to either paraphrase or self-explain science texts. Paraphrasing was characterized by greater cohesion in terms of lexical overlap whereas self-explanation included greater lexical diversity and more connectives to specify relations between ideas. In Study 2, adolescent students (n = 84) were provided with instruction and practice in self-explanation and reading strategies across 8 sessions. Self-explanations increased in lexical diversity but became more causally and semantically cohesive over time. Together, these results suggest that cohesive features expressed in think alouds are indicative of the depth of students' comprehension processes. [This paper was published in: J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), "Proceedings of the 38th Annual Meeting of the Cognitive Science Society in Philadelphia, PA," (pp. 2681-2686). Austin, TX: Cognitive Science Society.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01