Pub Date : 2022-07-04DOI: 10.1080/0163853X.2022.2085476
Sandra Debreslioska, M. Gullberg
ABSTRACT The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with reintroduced rather than maintained referents regardless of referential form. The findings suggest a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system.
{"title":"Information Status Predicts the Incidence of Gesture in Discourse: An Experimental Study","authors":"Sandra Debreslioska, M. Gullberg","doi":"10.1080/0163853X.2022.2085476","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085476","url":null,"abstract":"ABSTRACT The study aimed to disentangle the influence of information status and referential form on the distribution of gestures in sustained discourse. Previous research shows that new and less accessible rather than old and more accessible information, expressed by rich rather than lean referential forms, is more likely to be accompanied by gestures. However, earlier studies have drawn on correlational results. This study probes the relationship between information status and gesture production experimentally. Participants retold stories referring to discourse entities as normal (Control), using only lexical noun phrases (NOUN condition), or only pronouns (PRONOUN condition). The results from the experimental conditions showed that speakers tend to produce gestures with reintroduced rather than maintained referents regardless of referential form. The findings suggest a strong and direct relationship between information status and gesture production when referential forms are controlled for, lending further support to a view of speech and gesture as an integrated system.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"791 - 827"},"PeriodicalIF":2.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875780","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 : 2022-07-03DOI: 10.1080/0163853X.2022.2088031
Püren Öncel, S. Creer, L. Allen
ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts while reading and then completed a transportation assessment. Study 1 (n = 147) manipulated perspective-taking via explicit instructions, whereas Study 2 (n = 200) varied point of view within the text. Additionally, Study 2 examined whether reports varied across descriptive and dialogue text segments. Results suggested that visual and verbal reports were consistently negatively correlated. Further, transportation was positively associated with visual reports and negatively associated with verbal reports. We found no differences in thought reports for dialogue and descriptive text segments or across the perspective-taking manipulations. These findings suggest that phenomenological reading experiences are stable across a variety of reading situations.
{"title":"Seeing Through the Character’s Eyes: Examining Phenomenological Experiences of Perspective-Taking During Reading","authors":"Püren Öncel, S. Creer, L. Allen","doi":"10.1080/0163853X.2022.2088031","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2088031","url":null,"abstract":"ABSTRACT Despite substantive work on the cognitive processes underlying comprehension, little research has examined the “phenomenological” nature of reading. We investigated how readers’ experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking. Specifically, readers reported the nature of their thoughts while reading and then completed a transportation assessment. Study 1 (n = 147) manipulated perspective-taking via explicit instructions, whereas Study 2 (n = 200) varied point of view within the text. Additionally, Study 2 examined whether reports varied across descriptive and dialogue text segments. Results suggested that visual and verbal reports were consistently negatively correlated. Further, transportation was positively associated with visual reports and negatively associated with verbal reports. We found no differences in thought reports for dialogue and descriptive text segments or across the perspective-taking manipulations. These findings suggest that phenomenological reading experiences are stable across a variety of reading situations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"462 - 480"},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873386","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 : 2022-07-03DOI: 10.1080/0163853X.2022.2085477
G. Trevors, Farhaan Ladhani
ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional responses. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a nongame interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification was associated with a greater number of happiness and anxiety responses and fewer responses of anger and skepticism in reaction to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, happiness and anxiety were positively associated with and anger and skepticism were negatively associated with retention of refutation information and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.
{"title":"It’s Contagious! Examining Gamified Refutation Texts, Emotions, and Knowledge Retention in a Real-World Public Health Education Campaign","authors":"G. Trevors, Farhaan Ladhani","doi":"10.1080/0163853X.2022.2085477","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2085477","url":null,"abstract":"ABSTRACT The current study investigated the relations between gamified refutations of COVID-19 misconceptions and individuals’ emotional reactions and knowledge retention within a large-scale public health education campaign. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that generate negative emotional responses. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a nongame interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification was associated with a greater number of happiness and anxiety responses and fewer responses of anger and skepticism in reaction to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, happiness and anxiety were positively associated with and anger and skepticism were negatively associated with retention of refutation information and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"401 - 416"},"PeriodicalIF":2.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664596","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 : 2022-06-29DOI: 10.1080/0163853X.2022.2068345
M. Britt, Amanda M. Durik, J. Rouet
ABSTRACT The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading in out-of-school contexts. We stress the importance of reading strategies for disciplinary learning but also their limited transfer to out-of-school reading activities. We illustrate this point with an examination of the decisions involved in the reading of fake news. We conclude that students need to be trained to monitor information quality in contexts where neither the reading goal nor the genre and contents of the texts to be read can be expected a priori, which characterizes many current uses of the web.
{"title":"Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity","authors":"M. Britt, Amanda M. Durik, J. Rouet","doi":"10.1080/0163853X.2022.2068345","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2068345","url":null,"abstract":"ABSTRACT The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading in out-of-school contexts. We stress the importance of reading strategies for disciplinary learning but also their limited transfer to out-of-school reading activities. We illustrate this point with an examination of the decisions involved in the reading of fake news. We conclude that students need to be trained to monitor information quality in contexts where neither the reading goal nor the genre and contents of the texts to be read can be expected a priori, which characterizes many current uses of the web.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"361 - 378"},"PeriodicalIF":2.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564400","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 : 2022-06-06DOI: 10.1080/0163853X.2022.2077064
Zhuang Qiu, F. Ferreira
ABSTRACT This article presents a series of three experiments investigating the processing of nested epistemic expressions, utterances containing two epistemic modals in one clause, such as “he certainly may have forgotten.” While some linguists claim that in a nested epistemic expression one modal is semantically embedded within the scope of the other modal based on the word order, it is possible that in daily conversation the scope of nested modals may not be thoroughly processed, leading to a “good-enough” interpretation that is not sensitive to the word order of the two modals. This study used probability judgment tests to investigate people’s interpretation of nested epistemic expressions, and the effect of word order was not observed. This result fails to support the scope account of the nested epistemic expressions and suggests a holistic processing mechanism in line with the good-enough processing framework.
{"title":"“He May Certainly Have Forgotten”: Processing of Nested Epistemic Expressions","authors":"Zhuang Qiu, F. Ferreira","doi":"10.1080/0163853X.2022.2077064","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2077064","url":null,"abstract":"ABSTRACT This article presents a series of three experiments investigating the processing of nested epistemic expressions, utterances containing two epistemic modals in one clause, such as “he certainly may have forgotten.” While some linguists claim that in a nested epistemic expression one modal is semantically embedded within the scope of the other modal based on the word order, it is possible that in daily conversation the scope of nested modals may not be thoroughly processed, leading to a “good-enough” interpretation that is not sensitive to the word order of the two modals. This study used probability judgment tests to investigate people’s interpretation of nested epistemic expressions, and the effect of word order was not observed. This result fails to support the scope account of the nested epistemic expressions and suggests a holistic processing mechanism in line with the good-enough processing framework.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"591 - 618"},"PeriodicalIF":2.2,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44938404","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 : 2022-06-06DOI: 10.1080/0163853X.2022.2079320
A. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, S. Creer, D. McNamara, L. Allen
ABSTRACT The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on their reading. Natural Language Processing techniques were used to analyze the cohesion of the constructed responses at both within- and across-text levels. Both within- and across-text cohesion indices were positively related to essay quality; however, across-text cohesion indices exhibited stronger effects. Overall, this study provides evidence that the cohesion of constructed responses can serve as a proxy of the coherence of the mental representations that readers construct during multiple document processing.
{"title":"Integration in Multiple-Document Comprehension: A Natural Language Processing Approach","authors":"A. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, S. Creer, D. McNamara, L. Allen","doi":"10.1080/0163853X.2022.2079320","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2079320","url":null,"abstract":"ABSTRACT The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on their reading. Natural Language Processing techniques were used to analyze the cohesion of the constructed responses at both within- and across-text levels. Both within- and across-text cohesion indices were positively related to essay quality; however, across-text cohesion indices exhibited stronger effects. Overall, this study provides evidence that the cohesion of constructed responses can serve as a proxy of the coherence of the mental representations that readers construct during multiple document processing.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"417 - 438"},"PeriodicalIF":2.2,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42325581","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 : 2022-05-16DOI: 10.1080/0163853X.2022.2073736
Catharina Tibken, Tobias Richter, W. Wannagat, S. Schmiedeler, Nicole von der Linden, W. Schneider
ABSTRACT The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Ma ge = 12.02 years) and 8/9 (M age = 14.07 years) at two measurement points and with expository texts. Performance in the offline and online measures were quite stable over one year with lower stability in the online measure. The two measures were only weakly associated. Only the offline measure was related to reading comprehension skills. Older (vs. younger) students performed better in the offline measure. The effect of grade level on the offline measure was mediated by intelligence and working memory capacity. Thus, the offline measure seems to be a better indicator of individual differences in comprehension monitoring in secondary school.
{"title":"Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels","authors":"Catharina Tibken, Tobias Richter, W. Wannagat, S. Schmiedeler, Nicole von der Linden, W. Schneider","doi":"10.1080/0163853X.2022.2073736","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2073736","url":null,"abstract":"ABSTRACT The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Ma ge = 12.02 years) and 8/9 (M age = 14.07 years) at two measurement points and with expository texts. Performance in the offline and online measures were quite stable over one year with lower stability in the online measure. The two measures were only weakly associated. Only the offline measure was related to reading comprehension skills. Older (vs. younger) students performed better in the offline measure. The effect of grade level on the offline measure was mediated by intelligence and working memory capacity. Thus, the offline measure seems to be a better indicator of individual differences in comprehension monitoring in secondary school.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"439 - 461"},"PeriodicalIF":2.2,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49026347","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 : 2022-05-13DOI: 10.1080/0163853X.2022.2065175
Vittorio Tantucci, Aiqing Wang
ABSTRACT The present article aims to shed light on the relationship between priming and creativity throughout Chinese children’s ontogenetic development. It has been suggested that priming in naturalistic interaction occurs not as an exclusively implicit phenomenon. New methodological desiderata beyond traditional acceptability judgments have been proposed, including large-scale corpus-based analysis, as it is noted that priming may correlate with interlocutors’ engagement and intersubjectivity. This study is centered on priming occurring creatively, in the form of dynamic resonance, viz. involving the re-elaboration “on the fly” of a previously encountered construction. We fitted a conditional inference tree and mixed effects linear regression based on the normalized entirety of Child-Carer/Child-Peer interaction of the Zhou2 and Zhou3 Mandarin corpora of first language acquisition, from 8 months to 5 years of age. The models indicate that children significantly acquire the ability to creatively reuse a dialogic prime around age 4, distinctively in combination with sentence final particles of intersubjectivity. The latter are non-obligatory markers that speakers employ to express their concern about the addressee’s reaction to an ongoing utterance. These results constitute an important discovery in the research on priming, as they indicate that the ability to creatively reuse utterances from others is ontogenetically correlated with explicit dialogic engagement.
{"title":"Dynamic Resonance and Explicit Dialogic Engagement in Mandarin First Language Acquisition","authors":"Vittorio Tantucci, Aiqing Wang","doi":"10.1080/0163853X.2022.2065175","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2065175","url":null,"abstract":"ABSTRACT The present article aims to shed light on the relationship between priming and creativity throughout Chinese children’s ontogenetic development. It has been suggested that priming in naturalistic interaction occurs not as an exclusively implicit phenomenon. New methodological desiderata beyond traditional acceptability judgments have been proposed, including large-scale corpus-based analysis, as it is noted that priming may correlate with interlocutors’ engagement and intersubjectivity. This study is centered on priming occurring creatively, in the form of dynamic resonance, viz. involving the re-elaboration “on the fly” of a previously encountered construction. We fitted a conditional inference tree and mixed effects linear regression based on the normalized entirety of Child-Carer/Child-Peer interaction of the Zhou2 and Zhou3 Mandarin corpora of first language acquisition, from 8 months to 5 years of age. The models indicate that children significantly acquire the ability to creatively reuse a dialogic prime around age 4, distinctively in combination with sentence final particles of intersubjectivity. The latter are non-obligatory markers that speakers employ to express their concern about the addressee’s reaction to an ongoing utterance. These results constitute an important discovery in the research on priming, as they indicate that the ability to creatively reuse utterances from others is ontogenetically correlated with explicit dialogic engagement.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"553 - 574"},"PeriodicalIF":2.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999570","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 : 2022-05-03DOI: 10.1080/0163853X.2022.2068317
D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani
ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.
{"title":"Discourse and Agency during Scaffolded Middle School Science Instruction","authors":"D. Lombardi, Ananya M. Matewos, J. Jaffe, Vivian Zohery, S. Mohan, Kellyann Bock, Sonia Jamani","doi":"10.1080/0163853X.2022.2068317","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2068317","url":null,"abstract":"ABSTRACT Instructional scaffolds may promote science learning, particularly for topics that are controversial. Scaffolding may also need to be autonomy supportive, particularly for adolescents, and designed to facilitate scientific discourse and agency. The purpose of the present study was to investigate differences in middle school students’ discourse and agency across two scaffold forms: one more autonomy-supportive and one less autonomy-supportive. We designed both to facilitate scientific evaluations about the connections between lines of evidence and alternative explanations about two geological phenomena: relations between hydraulic fracturing and earthquakes (less autonomy-supportive) and reliability of fossil evidence for inferring past surface changes (more autonomy-supportive). Integration of qualitative and quantitative findings revealed meaningful differences, with greater collective disciplinary agency expressed during the more autonomy-supportive form. Results support a burgeoning area of research suggesting that productive discourse and agency are necessary to prepare students to participate in a civically minded and inclusive society.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"379 - 400"},"PeriodicalIF":2.2,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43611200","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 : 2022-04-06DOI: 10.1080/0163853X.2022.2037053
Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst
ABSTRACT We examined whether and how conversational roles shape the extent to which details and recollections surrounding World War II (WWII) emerge in family conversations. Each family was tasked with collaboratively discussing four topics surrounding WWII specific to Belgium. We then conducted both quantitative and qualitative analyses. The former compared the collaborative recall with each family member’s individual recall; the latter focused on the conversational roles and dynamics within each family. While the results suggest that familial discussions lead to more “old” (from the individual recollection) recollections than “new” recollections, about 40% new recollections did emerge; however, with fewer personal details surrounding the discussed recollections. Although, the extent to which more details and new recollections emerged during the conversations across families depended on the conversational roles adopted by each discussant. Our results are discussed in terms of the importance of conversational roles in understanding when and how memories may emerge within a conversation and, in turn, transmit across generations.
{"title":"Conversational Roles, Generational Differences and the Emergence of Historical and Personal Memories Surrounding WWII during Familial Discussions","authors":"Aurélie van der Haegen, Charles B. Stone, O. Luminet, W. Hirst","doi":"10.1080/0163853X.2022.2037053","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2037053","url":null,"abstract":"ABSTRACT We examined whether and how conversational roles shape the extent to which details and recollections surrounding World War II (WWII) emerge in family conversations. Each family was tasked with collaboratively discussing four topics surrounding WWII specific to Belgium. We then conducted both quantitative and qualitative analyses. The former compared the collaborative recall with each family member’s individual recall; the latter focused on the conversational roles and dynamics within each family. While the results suggest that familial discussions lead to more “old” (from the individual recollection) recollections than “new” recollections, about 40% new recollections did emerge; however, with fewer personal details surrounding the discussed recollections. Although, the extent to which more details and new recollections emerged during the conversations across families depended on the conversational roles adopted by each discussant. Our results are discussed in terms of the importance of conversational roles in understanding when and how memories may emerge within a conversation and, in turn, transmit across generations.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"500 - 519"},"PeriodicalIF":2.2,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553438","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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