Pub Date : 2022-03-29DOI: 10.1080/0163853X.2022.2052498
A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi
ABSTRACT This research addresses implicit learning of temporal meanings in English by adult non-native readers of German, a language without morphosyntactic imperfective aspect. Twenty-four learners from mixed first languages participated in a norming study assessing unenhanced aspect awareness. Then, in a second experiment, 91 native-German learners participated in quantitative (word completion; question-answering; truth value judgment) and, in a third experiment, a subset of seven in qualitative measures (stimulated recall, interview). We build on previous theorizing that assumes initially advanced understanding of perfective compared to imperfective aspect, the use of the latter having to be learned in our new narrative context, and later acquisition stages to exhibit implicit rather than explicit knowledge. We expect that second-language learners profit from awareness created through textually enhanced materials, which leads to fairly implicit learning and thus to improvement in understanding of and knowledge about imperfective aspect. We investigated the learning of aspect in pragmatic (story) and semantic (sentence) contexts. Semantically, aspect specifies whether an event is ongoing or completed; pragmatically, whether it subsequently aids causal inferencing or not. Our data partly confirm our expectations, showing initial awareness of perfective aspect (semantic and pragmatic context) and gradually improved understanding (pragmatic and eventually even semantic context) as well as rapidly improved explicit knowledge of imperfective aspect, which in turn appears to trigger implicit perfective-aspect knowledge. These findings and separate trajectories advance our understanding of language learning and support the call for implicit learning techniques in second-language teaching and learning.
{"title":"Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language","authors":"A. Schramm, V. Haser, M. Mensink, Jonas Reifenrath, Parinaz Kassemi","doi":"10.1080/0163853X.2022.2052498","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2052498","url":null,"abstract":"ABSTRACT This research addresses implicit learning of temporal meanings in English by adult non-native readers of German, a language without morphosyntactic imperfective aspect. Twenty-four learners from mixed first languages participated in a norming study assessing unenhanced aspect awareness. Then, in a second experiment, 91 native-German learners participated in quantitative (word completion; question-answering; truth value judgment) and, in a third experiment, a subset of seven in qualitative measures (stimulated recall, interview). We build on previous theorizing that assumes initially advanced understanding of perfective compared to imperfective aspect, the use of the latter having to be learned in our new narrative context, and later acquisition stages to exhibit implicit rather than explicit knowledge. We expect that second-language learners profit from awareness created through textually enhanced materials, which leads to fairly implicit learning and thus to improvement in understanding of and knowledge about imperfective aspect. We investigated the learning of aspect in pragmatic (story) and semantic (sentence) contexts. Semantically, aspect specifies whether an event is ongoing or completed; pragmatically, whether it subsequently aids causal inferencing or not. Our data partly confirm our expectations, showing initial awareness of perfective aspect (semantic and pragmatic context) and gradually improved understanding (pragmatic and eventually even semantic context) as well as rapidly improved explicit knowledge of imperfective aspect, which in turn appears to trigger implicit perfective-aspect knowledge. These findings and separate trajectories advance our understanding of language learning and support the call for implicit learning techniques in second-language teaching and learning.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"520 - 552"},"PeriodicalIF":2.2,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1080/0163853X.2021.1992235
Marlou Rasenberg, A. Özyürek, S. Bögels, Mark Dingemanse
ABSTRACT When people interact to establish shared symbols for novel objects or concepts, they often rely on multiple communicative modalities as well as on alignment (i.e., cross-participant repetition of communicative behavior). Yet these interactional resources have rarely been studied together, so little is known about if and how people combine multiple modalities in alignment to achieve joint reference. To investigate this, we systematically track the emergence of lexical and gestural alignment in a referential communication task with novel objects. Quantitative analyses reveal that people frequently use a combination of lexical and gestural alignment, and that such multimodal alignment tends to emerge earlier compared to unimodal alignment. Qualitative analyses of the interactional contexts in which alignment emerges reveal how people flexibly deploy lexical and gestural alignment in line with modality affordances and communicative needs.
{"title":"The Primacy of Multimodal Alignment in Converging on Shared Symbols for Novel Referents","authors":"Marlou Rasenberg, A. Özyürek, S. Bögels, Mark Dingemanse","doi":"10.1080/0163853X.2021.1992235","DOIUrl":"https://doi.org/10.1080/0163853X.2021.1992235","url":null,"abstract":"ABSTRACT When people interact to establish shared symbols for novel objects or concepts, they often rely on multiple communicative modalities as well as on alignment (i.e., cross-participant repetition of communicative behavior). Yet these interactional resources have rarely been studied together, so little is known about if and how people combine multiple modalities in alignment to achieve joint reference. To investigate this, we systematically track the emergence of lexical and gestural alignment in a referential communication task with novel objects. Quantitative analyses reveal that people frequently use a combination of lexical and gestural alignment, and that such multimodal alignment tends to emerge earlier compared to unimodal alignment. Qualitative analyses of the interactional contexts in which alignment emerges reveal how people flexibly deploy lexical and gestural alignment in line with modality affordances and communicative needs.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"209 - 236"},"PeriodicalIF":2.2,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/0163853X.2022.2050084
Rod D. Roscoe
ABSTRACT Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, “How do we improve representation in STEM?” by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, “underrepresentation” is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change “the system” by making inclusion and equity the focus of our work, applying these principles to frame research questions and interpret findings, and adopting methods and practices that are inclusive and equitable.
{"title":"Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM","authors":"Rod D. Roscoe","doi":"10.1080/0163853X.2022.2050084","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2050084","url":null,"abstract":"ABSTRACT Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, “How do we improve representation in STEM?” by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, “underrepresentation” is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change “the system” by making inclusion and equity the focus of our work, applying these principles to frame research questions and interpret findings, and adopting methods and practices that are inclusive and equitable.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"345 - 360"},"PeriodicalIF":2.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41822305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1080/0163853X.2022.2041153
Jolie C. Matthews
ABSTRACT This article investigates how members of an online community engaged in historical perspective taking in their discussions of the events and figures portrayed in a historical television show. As a means to justify their interpretations and situate themselves inside the possible mindsets of historical figures, members drew on three aspects of the “self” in their practices: the experience-self, the identity-self, and the abstract-self. Members challenged one another’s views and provided counterarguments to support challenges to their perspectives, while simultaneously failing to acknowledge the problematic elements sometimes inherent in their views. This article extends the literature on perspective taking, content analysis, and historical interpretation in community discussions.
{"title":"HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS","authors":"Jolie C. Matthews","doi":"10.1080/0163853X.2022.2041153","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2041153","url":null,"abstract":"ABSTRACT This article investigates how members of an online community engaged in historical perspective taking in their discussions of the events and figures portrayed in a historical television show. As a means to justify their interpretations and situate themselves inside the possible mindsets of historical figures, members drew on three aspects of the “self” in their practices: the experience-self, the identity-self, and the abstract-self. Members challenged one another’s views and provided counterarguments to support challenges to their perspectives, while simultaneously failing to acknowledge the problematic elements sometimes inherent in their views. This article extends the literature on perspective taking, content analysis, and historical interpretation in community discussions.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"481 - 499"},"PeriodicalIF":2.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46538712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1080/0163853X.2022.2028088
J. Zinken, Uwe-A. Küttner
ABSTRACT Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.
{"title":"Offering an Interpretation of Prior Talk in Everyday Interaction: A Semantic Map Approach","authors":"J. Zinken, Uwe-A. Küttner","doi":"10.1080/0163853X.2022.2028088","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028088","url":null,"abstract":"ABSTRACT Sometimes in interaction, a speaker articulates an overt interpretation of prior talk. Such moments have been studied as involving the repair of a problem with the other’s talk or as formulating an understanding of the matter at hand. Stepping back from the established notions of formulations and repair, we examine the variety of actions speakers do with the practice of offering an interpretation, and the order within this domain. Results show half a dozen usage types of interpretations in mundane interaction. These form a largely continuous territory of action, with recognizably distinct usage types as well as cases falling between these (proto)typical uses. We locate order in the domain of interpretations using the method of semantic maps and show that, contrary to earlier assumptions in the literature, interpretations that formulate an understanding of the matter at hand are actually quite pervasive in ordinary talk. These findings contribute to research on action formation and advance our understanding of understanding in interaction. Data are video- and audio-recordings of mundane social interaction in the German language from a variety of settings.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"298 - 325"},"PeriodicalIF":2.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/0163853X.2022.2028432
Jian Jin, Siyun Liu
ABSTRACT Previous studies found that linguistic features can be used to predict the success of novels. However, which specific linguistic features better contribute to a novel’s popularity is unclear. This study addressed this issue by investigating the linguistic features of 2,008 online Chinese fantasy novels with different popularity (indicated by the Baidu Index). Specifically, word part-of-speech, personal pronouns, word complexity, and local/overall sentence semantic coherence were analyzed using a word segmentation tool (Jieba) and a latent semantic analysis software (Chinese version of Coh-Metrix). Results showed significant differences between popular and non-popular (high and low popularity) novels in the distribution of parts-of-speech, use of the second person pronoun, word complexity, and sentence semantic coherence. Moreover, the presence of the second person pronoun (“you”), local sentence semantic coherence, auxiliary words, word complexity, overall sentence semantic coherence, and adjectives better predicted the popularity of a Chinese online fantasy novel. The theoretical background and the implications of these results are detailed in the study discussion.
{"title":"An Analysis of the Linguistic Features of Popular Chinese Online Fantasy Novels","authors":"Jian Jin, Siyun Liu","doi":"10.1080/0163853X.2022.2028432","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028432","url":null,"abstract":"ABSTRACT Previous studies found that linguistic features can be used to predict the success of novels. However, which specific linguistic features better contribute to a novel’s popularity is unclear. This study addressed this issue by investigating the linguistic features of 2,008 online Chinese fantasy novels with different popularity (indicated by the Baidu Index). Specifically, word part-of-speech, personal pronouns, word complexity, and local/overall sentence semantic coherence were analyzed using a word segmentation tool (Jieba) and a latent semantic analysis software (Chinese version of Coh-Metrix). Results showed significant differences between popular and non-popular (high and low popularity) novels in the distribution of parts-of-speech, use of the second person pronoun, word complexity, and sentence semantic coherence. Moreover, the presence of the second person pronoun (“you”), local sentence semantic coherence, auxiliary words, word complexity, overall sentence semantic coherence, and adjectives better predicted the popularity of a Chinese online fantasy novel. The theoretical background and the implications of these results are detailed in the study discussion.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"326 - 344"},"PeriodicalIF":2.2,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46287922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1080/0163853X.2022.2028087
Ying Choon Wu, H. M. Müller, S. Coulson
ABSTRACT Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy, college-aged participants encoded either a series of digits (verbal load) or a series of dot locations in a grid (visuospatial load) and rehearsed them (secondary memory task) as they performed a (primary) multi-modal discourse comprehension task. Regardless of the secondary task, performance on the discourse comprehension task was better when the speaker’s gestures and speech were congruent than when they were incongruent. However, the congruity advantage was smaller when the concurrent memory task involved a visuospatial load than when it involved a verbal load. Results suggest that taxing the visuospatial working memory system reduced participants’ ability to benefit from the information in congruent iconic gestures. A control experiment demonstrated that results were not an artifact of the difficulty of the visuospatial load task. Overall, these data suggest speakers recruit visuospatial working memory to interpret gestures about concrete visual scenes.
{"title":"Visuospatial Working Memory and Understanding Co-Speech Iconic Gestures: Do Gestures Help to Paint a Mental Picture?","authors":"Ying Choon Wu, H. M. Müller, S. Coulson","doi":"10.1080/0163853X.2022.2028087","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2028087","url":null,"abstract":"ABSTRACT Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy, college-aged participants encoded either a series of digits (verbal load) or a series of dot locations in a grid (visuospatial load) and rehearsed them (secondary memory task) as they performed a (primary) multi-modal discourse comprehension task. Regardless of the secondary task, performance on the discourse comprehension task was better when the speaker’s gestures and speech were congruent than when they were incongruent. However, the congruity advantage was smaller when the concurrent memory task involved a visuospatial load than when it involved a verbal load. Results suggest that taxing the visuospatial working memory system reduced participants’ ability to benefit from the information in congruent iconic gestures. A control experiment demonstrated that results were not an artifact of the difficulty of the visuospatial load task. Overall, these data suggest speakers recruit visuospatial working memory to interpret gestures about concrete visual scenes.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"275 - 297"},"PeriodicalIF":2.2,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1080/0163853X.2021.1950450
Daryn A. Dever, Megan D. Wiedbusch, Elizabeth B. Cloude, James C. Lester, R. Azevedo
ABSTRACT This study examined 57 learners’ emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners’ prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading comprehension were collected to examine the relationship between emotions and single- and multiple-text comprehension. Analyses found that both discrete and non-discrete emotions were expressed during reading and answering in-game assessments of single-text comprehension. Learners expressed greater joy during reading and greater expressions of anger, confusion, and frustration during in-game assessments. Further results found that learners who expressed a high number of different emotions throughout reading and completing in-game assessments tended to have lower in-game comprehension scores whereas a higher number of different expressed emotions while completing in-game assessments was associated with greater posttest comprehension. Finally, while increased prior knowledge was associated with higher single- and multiple-text comprehension, there was no interaction between prior knowledge and emotions on multiple-text comprehension. Overall, this study found that (1) learners often express more than one emotion during GBLE activities, (2) emotions expressed while learning with a GBLE shift across different activities, and (3) emotions are related to demonstrated comprehension, but the type of activity influences this relationship. Results from this study provide implications for how emotions can be examined as learners engage in GBLE activities as well as the design of GBLEs to support learners’ emotions accounting for different activity demands to increase comprehension of single and multiple texts.
{"title":"Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning","authors":"Daryn A. Dever, Megan D. Wiedbusch, Elizabeth B. Cloude, James C. Lester, R. Azevedo","doi":"10.1080/0163853X.2021.1950450","DOIUrl":"https://doi.org/10.1080/0163853X.2021.1950450","url":null,"abstract":"ABSTRACT This study examined 57 learners’ emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners’ prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading comprehension were collected to examine the relationship between emotions and single- and multiple-text comprehension. Analyses found that both discrete and non-discrete emotions were expressed during reading and answering in-game assessments of single-text comprehension. Learners expressed greater joy during reading and greater expressions of anger, confusion, and frustration during in-game assessments. Further results found that learners who expressed a high number of different emotions throughout reading and completing in-game assessments tended to have lower in-game comprehension scores whereas a higher number of different expressed emotions while completing in-game assessments was associated with greater posttest comprehension. Finally, while increased prior knowledge was associated with higher single- and multiple-text comprehension, there was no interaction between prior knowledge and emotions on multiple-text comprehension. Overall, this study found that (1) learners often express more than one emotion during GBLE activities, (2) emotions expressed while learning with a GBLE shift across different activities, and (3) emotions are related to demonstrated comprehension, but the type of activity influences this relationship. Results from this study provide implications for how emotions can be examined as learners engage in GBLE activities as well as the design of GBLEs to support learners’ emotions accounting for different activity demands to increase comprehension of single and multiple texts.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"94 - 115"},"PeriodicalIF":2.2,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49144883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/0163853X.2022.2030157
P. Delgado, L. Salmerón
ABSTRACT In the present article, we examined the effect of the reading medium and the reading time-frame on text processing, metacognitive monitoring of comprehension, and comprehension outcomes. The eye movements of 116 undergraduates were recorded while they read three texts in print and three texts on a tablet under self-paced reading time or under time pressure. After each text, participants predicted their performance on a subsequent text comprehension test (i.e., an indicator of metacognitive monitoring). Overall, the results showed that participant performed similarly across media in all the reading processes evaluated, regardless of the reading time-frame. The only significant difference indicated that participants fixated more on text titles when reading in print than on the tablet. Although comprehension scores were slightly higher when reading in print, the difference only approached significance. The findings adhere to recent evidence suggesting that the in-print reading superiority is negligible when reading on tablets, as compared to reading on computers.
{"title":"Cognitive Effort in Text Processing and Reading Comprehension in Print and on Tablet: An Eye-Tracking Study","authors":"P. Delgado, L. Salmerón","doi":"10.1080/0163853X.2022.2030157","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2030157","url":null,"abstract":"ABSTRACT In the present article, we examined the effect of the reading medium and the reading time-frame on text processing, metacognitive monitoring of comprehension, and comprehension outcomes. The eye movements of 116 undergraduates were recorded while they read three texts in print and three texts on a tablet under self-paced reading time or under time pressure. After each text, participants predicted their performance on a subsequent text comprehension test (i.e., an indicator of metacognitive monitoring). Overall, the results showed that participant performed similarly across media in all the reading processes evaluated, regardless of the reading time-frame. The only significant difference indicated that participants fixated more on text titles when reading in print than on the tablet. Although comprehension scores were slightly higher when reading in print, the difference only approached significance. The findings adhere to recent evidence suggesting that the in-print reading superiority is negligible when reading on tablets, as compared to reading on computers.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"237 - 274"},"PeriodicalIF":2.2,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.1080/0163853X.2021.2015188
Stefan Blohm, Stefano Versace, Sanja Methner, Valentin Wagner, M. Schlesewsky, Winfried Menninghaus
ABSTRACT We examined genre-specific reading strategies for literary texts and hypothesized that text categorization (literary prose vs. poetry) modulates both how readers gather information from a text (eye movements) and how they realize its phonetic surface form (speech production). We recorded eye movements and speech while college students (N = 32) orally read identical texts that we categorized and formatted as either literary prose or poetry. We further varied the text position of critical regions (text-initial vs. text-medial) to compare how identical information is read and articulated with and without context; this allowed us to assess whether genre-specific reading strategies make differential use of identical context information. We observed genre-dependent differences in reading and speaking tempo that reflected several aspects of reading and articulation. Analyses of regions of interests revealed that word-skipping increased particularly while readers progressed through the texts in the prose condition; speech rhythm was more pronounced in the poetry condition irrespective of the text position. Our results characterize strategic poetry and prose reading, indicate that adjustments of reading behavior partly reflect differences in phonetic surface form, and shed light onto the dynamics of genre-specific literary reading. They generally support a theory of literary comprehension that assumes distinct literary processing modes and incorporates text categorization as an initial processing step.
{"title":"Reading Poetry and Prose: Eye Movements and Acoustic Evidence","authors":"Stefan Blohm, Stefano Versace, Sanja Methner, Valentin Wagner, M. Schlesewsky, Winfried Menninghaus","doi":"10.1080/0163853X.2021.2015188","DOIUrl":"https://doi.org/10.1080/0163853X.2021.2015188","url":null,"abstract":"ABSTRACT We examined genre-specific reading strategies for literary texts and hypothesized that text categorization (literary prose vs. poetry) modulates both how readers gather information from a text (eye movements) and how they realize its phonetic surface form (speech production). We recorded eye movements and speech while college students (N = 32) orally read identical texts that we categorized and formatted as either literary prose or poetry. We further varied the text position of critical regions (text-initial vs. text-medial) to compare how identical information is read and articulated with and without context; this allowed us to assess whether genre-specific reading strategies make differential use of identical context information. We observed genre-dependent differences in reading and speaking tempo that reflected several aspects of reading and articulation. Analyses of regions of interests revealed that word-skipping increased particularly while readers progressed through the texts in the prose condition; speech rhythm was more pronounced in the poetry condition irrespective of the text position. Our results characterize strategic poetry and prose reading, indicate that adjustments of reading behavior partly reflect differences in phonetic surface form, and shed light onto the dynamics of genre-specific literary reading. They generally support a theory of literary comprehension that assumes distinct literary processing modes and incorporates text categorization as an initial processing step.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"159 - 183"},"PeriodicalIF":2.2,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41618852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：