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The influence of the temporal characteristics of events on adults' and children's pronoun resolution
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Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement
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The effect of prompts on the shared reading interactions of parents and children with Down syndrome
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Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement
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In: J Autism Dev Disord (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
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The role of memory and language ability in children’s production of two-clause sentences containing before and after
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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
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Children’s problems with inference making: causes and consequences
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Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities
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Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews
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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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Inferential revision in narrative texts:an ERP study
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Abstract:
We evaluated the process of inferential revision during text comprehension in adults. Participants with high or low working memory read short texts, in which the introduction supported two plausible concepts (e.g., ‘guitar/violin’), although one was more probable (‘guitar’). There were three possible continuations: a neutral sentence, which did not refer back to either concept; a no revise sentence, which referred to a general property consistent with either concept (e.g., ‘…beautiful curved body’); and a revise sentence, which referred to a property that was consistent with only the less likely concept (e.g., ‘…matching bow’). Readers took longer to read the sentence in the revise condition, indicating that they were able to evaluate their comprehension and detect a mismatch. In a final sentence, a target noun referred to the alternative concept supported in the revise condition (e.g., ‘violin’). ERPs indicated that both working memory groups were able to evaluate their comprehension of the text (P3a), but only high working memory readers were able to revise their initial incorrect interpretation (P3b) and integrate the new information (N400) when reading the revise sentence. Low working memory readers had difficulties inhibiting the no longer relevant interpretation and thus failed to revise their situation model, and they experienced problems integrating semantically related information into an accurate memory representation.
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URL: https://eprints.lancs.ac.uk/id/eprint/73977/1/2015_PerezCainCastellanosBajo.pdf https://doi.org/10.3758/s13421-015-0528-0 https://eprints.lancs.ac.uk/id/eprint/73977/
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