Pub Date : 2023-09-18DOI: 10.1080/0163853x.2023.2255501
Yuki Arita
ABSTRACTThis conversation analytic study investigates the use of the Japanese contrastive marker demo “but” as a preface to responses to polar questions. Demo-prefaced responses are one type of nonconforming answers, that is, responses that provide (dis)affirmation to preceding questions without yes/no-tokens. This study explores how question recipients treat the preceding questions with their demo-prefaced responses. The data analysis is twofold: this research first examines the turn-initial demo to scrutinize basic properties of demo-prefacing in responses to polar questions; then the study explores how the basic properties are in effect with a + demo-prefacing (i.e., demo-prefacing preceded by the turn-initial particle a), the largest set of combined turn-beginning elements involving demo in the database. This study reveals that demo-prefacing fundamentally serves to proffer qualification upon implied affirmation. When used with a, demo registers question recipients’ implied acknowledgment of the legitimacy of the question’s presupposition while projecting disaffirmation of the inquired proposition. Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix 1Transcript symbolsTableDownload CSVDisplay TableAbbreviationsTableDownload CSVDisplay TableNotes1. The English translation for demo is provided in the title of this article for the benefit of readers with no Japanese language background. It is not the author’s intention to suggest an absolute correspondence between demo and but.2. A similar function has been reported for the English but as well. Schiffrin (Citation1987) identifies but as a point-making device. She observes that speakers use but to return to a prior concern that had been interrupted, misunderstood, and/or challenged during activities of storytelling or argument building. See also Choe and Reddington (Citation2018), who examine the use of but-prefacing as a practice of refocusing on the main course of action in public discourse.3. As discussed later, however, certain properties of demo-prefacing to disagreeing turns which Mori (Citation1999) documents are also observed in demo-prefaced question responses in this study.4. Iya is one of the Japanese disaffirming tokens. Kushida (Citation2005) points out that while iya can be translated into “no,” iya cannot be used as a free-standing particle and thus has functions broader than those of the English “no.” Kushida further shows that iya can preface both conforming and nonconforming responses to polar questions. In the present study, iya + demo-prefacing always introduces nonconforming responses (n = 7). The possible interactional correlation of demo-prefacing with iya-prefacing should be investigated with more examples.5. The particle n (or un, nn) is an informal form of an affirmation particle hai “yes.” The affirmation particle n is typically pronounced with a falling pitch. On the contrary, the particle n placed before demo is elongated and p
摘要本会话分析研究考察了日语对比标记“但是”作为极性问题回答的开场白。演示开头的回答是一种非一致性回答，也就是说，对前面的问题提供(非)肯定的回答，而不使用是/否标记。本研究探讨了问题接受者如何用他们的示范开场白来对待前面的问题。数据分析是双重的:本研究首先考察了转向-初始演示，以考察极性问题回答中演示开头的基本性质;然后，研究探讨了在数据库中涉及demo的最大组合turn- starting元素集a + demo-prefacing(即，demo-prefacing前面有turn-initial particle a)下，基本属性是如何生效的。本研究揭示了演示序语的基本作用是对默示肯定提供限定条件。当与a连用时，演示表达了问题接受者对问题预设的合法性的隐含承认，同时投射出对被询问命题的否定。披露声明作者未报告潜在的利益冲突。附录1Transcript symbolsTableDownload CSVDisplay table缩写stabledownload CSVDisplay TableNotes1。为了方便没有日语背景的读者，本文的标题中提供了demo的英文翻译。作者无意建议demo和but之间有绝对的对应关系。据报道，英语中也有类似的功能。Schiffrin (Citation1987)认为but是一种表达观点的手段。她观察到，讲话者在讲故事或建立论点的过程中使用but来回到先前被打断、误解和/或挑战的问题。另见Choe和Reddington (Citation2018)，他们研究了使用但前缀作为一种重新关注公共话语中的主要行动过程的实践。然而，正如稍后讨论的那样，Mori (Citation1999)文献中提到的，在本研究中也可以在演示开头的问题回答中观察到不同意转折的演示开头的某些特性。Iya是日本人否定的象征之一。Kushida (Citation2005)指出，虽然iya可以翻译成“不”，但iya不能作为一个独立的粒子使用，因此它的功能比英语中的“不”更广泛。Kushida进一步表明，对于极性问题，iya可以为符合和不符合的回答做序。在本研究中，iya + demo-prefacing总是会引入不符合的响应(n = 7)， demo-prefacing与iya-prefacing之间可能存在的交互关系有待更多的实例研究。助词n(或un, nn)是肯定助词hai“yes”的非正式形式。肯定助词n的发音通常是降调的。相反，放置在demo之前的粒子n被拉长，产生一个平坦的音高，它通常用作占位符而不是肯定令牌。虽然不同情况下，伸长率n:的长度会有轻微的变化，但在本表中总结为n:。此数据集仅包括a紧跟着demo而中间没有停顿的匝数。换句话说，a和demo是作为一个回合结构单元和由同一扬声器产生的后续回合组件一起生产的。因此，焦点a +演示序可以被视为“词汇化预制件”之一，即“由多个单词组成的半固定形式，但作为一个韵律整体传递”(Thompson et al.， Citation2015, p. 80)。在英语中，“不”是用来对否定疑问句做出肯定的回答(例如:A:你不会说日语吗?B:没有。)。8。摘要(1)中以demo开头的转折也是用kedo设计的，它被放置在转折的最后(即，demo mukashi hodo dewa nai kedo ne“demo they aren’t as much as they were before”在第6行)。Ono等人(Citation2012)指出，转折的最后粒子kedo让接受者理解其对比语义的含义，而这些含义本来是在主句中呈现的。在Rie的演示开头的转折中，转折结尾的kedo(随后是话语结尾的助词ne)似乎也有助于表明她对先前问题的隐含肯定。Mori (Citation1999)也观察到在不同意的回合中使用turn-final kedo，认为它有助于减轻分歧或暗示部分同意。本研究选择在涉及demo的其他回合开始元素中检查+ demo前置，主要有两个原因。
{"title":"<i>Demo</i> “but”-prefaced responses to inquiry in Japanese","authors":"Yuki Arita","doi":"10.1080/0163853x.2023.2255501","DOIUrl":"https://doi.org/10.1080/0163853x.2023.2255501","url":null,"abstract":"ABSTRACTThis conversation analytic study investigates the use of the Japanese contrastive marker demo “but” as a preface to responses to polar questions. Demo-prefaced responses are one type of nonconforming answers, that is, responses that provide (dis)affirmation to preceding questions without yes/no-tokens. This study explores how question recipients treat the preceding questions with their demo-prefaced responses. The data analysis is twofold: this research first examines the turn-initial demo to scrutinize basic properties of demo-prefacing in responses to polar questions; then the study explores how the basic properties are in effect with a + demo-prefacing (i.e., demo-prefacing preceded by the turn-initial particle a), the largest set of combined turn-beginning elements involving demo in the database. This study reveals that demo-prefacing fundamentally serves to proffer qualification upon implied affirmation. When used with a, demo registers question recipients’ implied acknowledgment of the legitimacy of the question’s presupposition while projecting disaffirmation of the inquired proposition. Disclosure statementNo potential conflict of interest was reported by the author(s).Appendix 1Transcript symbolsTableDownload CSVDisplay TableAbbreviationsTableDownload CSVDisplay TableNotes1. The English translation for demo is provided in the title of this article for the benefit of readers with no Japanese language background. It is not the author’s intention to suggest an absolute correspondence between demo and but.2. A similar function has been reported for the English but as well. Schiffrin (Citation1987) identifies but as a point-making device. She observes that speakers use but to return to a prior concern that had been interrupted, misunderstood, and/or challenged during activities of storytelling or argument building. See also Choe and Reddington (Citation2018), who examine the use of but-prefacing as a practice of refocusing on the main course of action in public discourse.3. As discussed later, however, certain properties of demo-prefacing to disagreeing turns which Mori (Citation1999) documents are also observed in demo-prefaced question responses in this study.4. Iya is one of the Japanese disaffirming tokens. Kushida (Citation2005) points out that while iya can be translated into “no,” iya cannot be used as a free-standing particle and thus has functions broader than those of the English “no.” Kushida further shows that iya can preface both conforming and nonconforming responses to polar questions. In the present study, iya + demo-prefacing always introduces nonconforming responses (n = 7). The possible interactional correlation of demo-prefacing with iya-prefacing should be investigated with more examples.5. The particle n (or un, nn) is an informal form of an affirmation particle hai “yes.” The affirmation particle n is typically pronounced with a falling pitch. On the contrary, the particle n placed before demo is elongated and p","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203609","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 : 2023-09-12DOI: 10.1080/0163853x.2023.2252695
Ning Zhu, Ruth Filik
{"title":"The role of social status in sarcasm interpretation: evidence from the United Kingdom and China","authors":"Ning Zhu, Ruth Filik","doi":"10.1080/0163853x.2023.2252695","DOIUrl":"https://doi.org/10.1080/0163853x.2023.2252695","url":null,"abstract":"","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135877983","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 : 2023-08-09DOI: 10.1080/0163853X.2023.2245313
Emily R. Smith, R. B. Lea, E. J. O'Brien
ABSTRACT The current set of experiments was designed to explore the processing of spatial information during reading, specifically the spatial-shift effect and the spatial-gradient effect. Experiments 1 and 2 demonstrated that when participants were presented with text alone (i.e., without prior map memorization, virtual environments, task demands, or prior knowledge of the spatial information), the spatial-shift effect does emerge. Using the time to name a spatial location as a measure of spatial activation, participant naming times were faster for the original spatial location when the protagonist had moved a smaller distance relative to when the protagonist had moved a larger distance. Further, Experiment 3 provided evidence to support that a spatial gradient of activation is evident; this was done by adding an additional point of spatial distance in which the protagonist did not move from the initial location. The results are discussed within the context of the memory-based view of text comprehension.
{"title":"Exploring the spatial gradient effect in narratives","authors":"Emily R. Smith, R. B. Lea, E. J. O'Brien","doi":"10.1080/0163853X.2023.2245313","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2245313","url":null,"abstract":"ABSTRACT The current set of experiments was designed to explore the processing of spatial information during reading, specifically the spatial-shift effect and the spatial-gradient effect. Experiments 1 and 2 demonstrated that when participants were presented with text alone (i.e., without prior map memorization, virtual environments, task demands, or prior knowledge of the spatial information), the spatial-shift effect does emerge. Using the time to name a spatial location as a measure of spatial activation, participant naming times were faster for the original spatial location when the protagonist had moved a smaller distance relative to when the protagonist had moved a larger distance. Further, Experiment 3 provided evidence to support that a spatial gradient of activation is evident; this was done by adding an additional point of spatial distance in which the protagonist did not move from the initial location. The results are discussed within the context of the memory-based view of text comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"522 - 533"},"PeriodicalIF":2.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45352440","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 : 2023-08-09DOI: 10.1080/0163853x.2023.2252696
Marie-Luise C. R. Schmidt, Julia R. Winkler, Markus Appel, Tobias Richter
Emotional shifts in stories are assumed to contribute to narrative persuasion by enhancing engagement with the story. This effect might depend on the congruency of audiences’ emotional experience to the emotions implied by the story. In two experiments with wellcontrolled story manipulations, we compared the persuasive effect of stories with shifts in valence (from positive to negative to positive) to continuously positive story versions and examined moderating influences of event-congruent emotions and narrative transportation. The positive story versions were consistently more persuasive than the versions with emotional shifts. Transportation increased the persuasive effect of the stories, but only in audiences that listened to the shifting stories. In both emotional story trajectories, event-congruent emotional experience enhanced persuasion. We discuss our findings in terms of boundary conditions of the effect of emotional shifts in narrative persuasion.
{"title":"Emotional shifts, event-congruent emotions, and transportation in narrative persuasion","authors":"Marie-Luise C. R. Schmidt, Julia R. Winkler, Markus Appel, Tobias Richter","doi":"10.1080/0163853x.2023.2252696","DOIUrl":"https://doi.org/10.1080/0163853x.2023.2252696","url":null,"abstract":"Emotional shifts in stories are assumed to contribute to narrative persuasion by enhancing engagement with the story. This effect might depend on the congruency of audiences’ emotional experience to the emotions implied by the story. In two experiments with wellcontrolled story manipulations, we compared the persuasive effect of stories with shifts in valence (from positive to negative to positive) to continuously positive story versions and examined moderating influences of event-congruent emotions and narrative transportation. The positive story versions were consistently more persuasive than the versions with emotional shifts. Transportation increased the persuasive effect of the stories, but only in audiences that listened to the shifting stories. In both emotional story trajectories, event-congruent emotional experience enhanced persuasion. We discuss our findings in terms of boundary conditions of the effect of emotional shifts in narrative persuasion.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135745924","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 : 2023-08-09DOI: 10.1080/0163853X.2023.2245310
Harry T. Clelland, M. Haigh
ABSTRACT Uncertain language can be used to express genuine uncertainty but can also be used to manage face (e.g., by softening bad news). These conflicting motivations can create ambiguity in health communication. In this preregistered two-part experiment, participants assumed the position of a health specialist and wrote a letter communicating either a certain or an uncertain medical diagnosis. This was addressed to either a patient (high face threat) or the patient’s family doctor (low face threat). Letters written under high face threat contained more words and more dispreferred markers (e.g., sorry, unfortunately) than those written under low face threat. The number of explicit hedges (e.g., possibly, maybe) did not differ as a function of face threat. Time taken to write the letters was elevated only in the condition where face threat was high and the diagnosis was uncertain, suggesting that the joint pressures of communicating uncertain information in a tactful way increased the task demands. Our data demonstrate that participants spontaneously produced dispreferred markers (but not explicit hedges) to manage face and that face management is more taxing under uncertainty. Ratings from a second set of participants indicate that face management strategies did not affect the perceived meaning or manner of the message. For open materials, data, and code, see https://doi.org/10.17605/OSF.IO/ZU2AN.
{"title":"Politeness and the communication of uncertainty when breaking bad news","authors":"Harry T. Clelland, M. Haigh","doi":"10.1080/0163853X.2023.2245310","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2245310","url":null,"abstract":"ABSTRACT Uncertain language can be used to express genuine uncertainty but can also be used to manage face (e.g., by softening bad news). These conflicting motivations can create ambiguity in health communication. In this preregistered two-part experiment, participants assumed the position of a health specialist and wrote a letter communicating either a certain or an uncertain medical diagnosis. This was addressed to either a patient (high face threat) or the patient’s family doctor (low face threat). Letters written under high face threat contained more words and more dispreferred markers (e.g., sorry, unfortunately) than those written under low face threat. The number of explicit hedges (e.g., possibly, maybe) did not differ as a function of face threat. Time taken to write the letters was elevated only in the condition where face threat was high and the diagnosis was uncertain, suggesting that the joint pressures of communicating uncertain information in a tactful way increased the task demands. Our data demonstrate that participants spontaneously produced dispreferred markers (but not explicit hedges) to manage face and that face management is more taxing under uncertainty. Ratings from a second set of participants indicate that face management strategies did not affect the perceived meaning or manner of the message. For open materials, data, and code, see https://doi.org/10.17605/OSF.IO/ZU2AN.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"479 - 501"},"PeriodicalIF":2.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502914","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 : 2023-07-03DOI: 10.1080/0163853X.2023.2225981
Daryl Axelrod, J. Kahn
ABSTRACT Large-scale data and data visualizations are ubiquitous now in the stories that shape our society. In particular, these stories influence youth and families’ communication and understanding of scientific, social, and personal issues. Consequently, we need to better understand how youth and families can engage and learn with the tools that generate such narratives. This study reports on a qualitative analysis of 13 data discussions with families that used data visualization tools to explore georeferenced data connected to their family migration histories. We developed the Co-Construct, Situate, Advance a Theory (CSAT) model, from family cases, which details the discursive and interactional processes by which families tell personal stories grounded in data displays. Extending earlier studies of storytelling as theory-building in family conversations, our model provides an understanding of families’ discursive practices around data exploration. We discuss implications for family learning with data technologies.
{"title":"Families’ discursive practices in data discussions about migration histories","authors":"Daryl Axelrod, J. Kahn","doi":"10.1080/0163853X.2023.2225981","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2225981","url":null,"abstract":"ABSTRACT Large-scale data and data visualizations are ubiquitous now in the stories that shape our society. In particular, these stories influence youth and families’ communication and understanding of scientific, social, and personal issues. Consequently, we need to better understand how youth and families can engage and learn with the tools that generate such narratives. This study reports on a qualitative analysis of 13 data discussions with families that used data visualization tools to explore georeferenced data connected to their family migration histories. We developed the Co-Construct, Situate, Advance a Theory (CSAT) model, from family cases, which details the discursive and interactional processes by which families tell personal stories grounded in data displays. Extending earlier studies of storytelling as theory-building in family conversations, our model provides an understanding of families’ discursive practices around data exploration. We discuss implications for family learning with data technologies.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"457 - 477"},"PeriodicalIF":2.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978476","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 : 2023-07-03DOI: 10.1080/0163853X.2023.2225980
Nicola K. Currie, K. Cain
ABSTRACT We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference accuracy was higher with three clues, and older children responded to the inference more accurately and quickly than younger children. The inference and literal probes were compared: 10-year-olds responded more accurately and quickly to the inference; however, 6-year-olds were more accurate for the literal. We propose that by 10-years of age, children are able to activate knowledge-based inferences while listening to text. All age groups had some inhibition difficulty, with less accurate and slower responses for the competing inference than the unrelated concept. Inference instruction should be sensitive to developmental differences in inferential processing.
{"title":"Developmental differences in children’s generation of knowledge-based inferences","authors":"Nicola K. Currie, K. Cain","doi":"10.1080/0163853X.2023.2225980","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2225980","url":null,"abstract":"ABSTRACT We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference accuracy was higher with three clues, and older children responded to the inference more accurately and quickly than younger children. The inference and literal probes were compared: 10-year-olds responded more accurately and quickly to the inference; however, 6-year-olds were more accurate for the literal. We propose that by 10-years of age, children are able to activate knowledge-based inferences while listening to text. All age groups had some inhibition difficulty, with less accurate and slower responses for the competing inference than the unrelated concept. Inference instruction should be sensitive to developmental differences in inferential processing.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"440 - 456"},"PeriodicalIF":2.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45614116","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 : 2023-05-28DOI: 10.1080/0163853X.2023.2225757
D. McNamara, Natalie Newton, Katerina Christhilf, Kathryn S. McCarthy, Joseph P. Magliano, L. Allen
ABSTRACT Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers’ comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to individual differences and comprehension outcomes. We leveraged archival data from three datasets (n = 472) to examine how comprehension strategy use varied across datasets, texts, and populations (high school, undergraduate). Students’ self-explanations were coded for strategy use and then further analyzed in terms of combinations and patterns of strategies. Our analyses revealed that almost all readers primarily engaged in paraphrasing and/or the combination of paraphrasing and bridging, with few instances of elaboration. Further, the combination of paraphrasing and bridging was the best predictor of performance on a comprehension test. In terms of patterns, switching between strategies was not correlated to reading comprehension and was negatively correlated with the combination of paraphrasing and bridging. Understanding which strategy combinations and patterns are optimal can be used to inform adaptive instruction and feedback that can aid in more individualized support for readers.
{"title":"Anchoring your bridge: the importance of paraphrasing to inference making in self-explanations","authors":"D. McNamara, Natalie Newton, Katerina Christhilf, Kathryn S. McCarthy, Joseph P. Magliano, L. Allen","doi":"10.1080/0163853X.2023.2225757","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2225757","url":null,"abstract":"ABSTRACT Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers’ comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to individual differences and comprehension outcomes. We leveraged archival data from three datasets (n = 472) to examine how comprehension strategy use varied across datasets, texts, and populations (high school, undergraduate). Students’ self-explanations were coded for strategy use and then further analyzed in terms of combinations and patterns of strategies. Our analyses revealed that almost all readers primarily engaged in paraphrasing and/or the combination of paraphrasing and bridging, with few instances of elaboration. Further, the combination of paraphrasing and bridging was the best predictor of performance on a comprehension test. In terms of patterns, switching between strategies was not correlated to reading comprehension and was negatively correlated with the combination of paraphrasing and bridging. Understanding which strategy combinations and patterns are optimal can be used to inform adaptive instruction and feedback that can aid in more individualized support for readers.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"337 - 362"},"PeriodicalIF":2.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41646725","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 : 2023-05-28DOI: 10.1080/0163853x.2023.2200506
D. Greenberg, Jason L. G. Braasch, Elizabeth L. Tighe
{"title":"Introduction to special issue","authors":"D. Greenberg, Jason L. G. Braasch, Elizabeth L. Tighe","doi":"10.1080/0163853x.2023.2200506","DOIUrl":"https://doi.org/10.1080/0163853x.2023.2200506","url":null,"abstract":"","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"60 1","pages":"225 - 225"},"PeriodicalIF":2.2,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49097719","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}
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