Search results for "COMPREHENSION"
showing 10 items of 475 documents
Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.
2015
Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosua, Carriedo, and Garcia-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaph…
Domain-general neural correlates of dependency formation: Using complex tones to simulate language
2015
There is an ongoing debate whether the P600 event-related potential component following syntactic anomalies reflects syntactic processes per se, or if it is an instance of the P300, a domain-general ERP component associated with attention and cognitive reorientation. A direct comparison of both components is challenging because of the huge discrepancy in experimental designs and stimulus choice between language and ‘classic’ P300 experiments. In the present study, we develop a new approach to mimic the interplay of sequential position as well as categorical and relational information in natural language syntax (word category and agreement) in a non-linguistic target detection paradigm using…
Electrical brain activity and facial electromyography responses to irony in dysphoric and non-dysphoric participants
2020
We studied irony comprehension and emotional reactions to irony in dysphoric and control participants. Electroencephalography (EEG) and facial electromyography (EMG) were measured when spoken conversations were presented with pictures that provided either congruent (non-ironic) or incongruent (ironic) contexts. In a separate session, participants evaluated the congruency and valence of the stimuli. While both groups rated ironic stimuli funnier than non-ironic stimuli, the control group rated all the stimuli funnier than the dysphoric group. N400-like activity, P600, and EMG activity indicating smiling were larger after the ironic stimuli than the non-ironic stimuli for both groups. Further…
Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning d…
1997
The present study investigates the need to include explicit attribution retraining in a program designed to teach reading comprehension strategies to children with learning disabilities (LD). The program had two versions: (a) self-regulation procedures and (b) self-regulation procedures plus explicit attributional retraining. Sixty children with LD were assigned to two training groups (with and without attributional retraining) and a control group. Twenty normally achieving students served as an additional control group. The effects were assessed via attribution measures and cognitive and metacognitive reading comprehension tests. Results indicated that children from both training groups i…
Self-Generated Explanations on the Question Demands are not Always Helpful
2013
AbstractThis study had two main purposes. First, to measure high-school students’ task model representation under the instruction to self-explain questions; second, to test the effects of self-generated explanations on task-demands understanding and performance on questions. We designed a simple experimental situation where high-school students were asked to read two texts and answer questions. Only in half of the questions students were required to self-explain with their own words what the question was asking them for before answering. Contrary to our expectations, self-explaining the questions did not significantly affect skilled comprehenders, whereas it hindered performance in less-ski…
Strategic Decisions in Task-Oriented Reading.
2015
AbstractAnswering questions from texts are assessment and instructional activities that are frequently used in schools. Nevertheless, little is known about the strategic processes that students take while performing these tasks. We explored the amount and frequency that students initially read of a text before they answered questions pertaining to the material. In a procedure similar to the one used in the PISA (Program for International Students Assessment), one-hundred-seventy students between 7thand 9thgrade read and answered several questions designed to assess task-oriented reading in three specific texts. We recorded on-line indexes that evaluated student behavior (e.g., the amount of…
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
2019
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings …
Comprehension of metaphors and idioms in patients with Alzheimer's disease - A longitudinal study
2001
Language in patients with Alzheimer's disease has been extensively studied, with the exception of non-literal language comprehension. However, in our speech, we often make use of expressions, which are not necessarily interpreted on a literal ground. Comprehension of metaphors and idioms was examined in 39 patients with probable early Alzheimer's disease. The results showed that the decline of figurative language is not an early symptom of dementia and can occur independently from the impairment of propositional language. It was also found that metaphors and idioms differ as far as the predominant kind of error is concerned.
Jumping to conclusions, general intelligence, and psychosis liability: Findings from the multi-centre EU-GEI case-control study
2021
This study was funded by the Medical Research Council, the European Community’s Seventh Framework Program grant [agreement HEALTH-F2-2009-241909 (Project EU-GEI)], São Paulo Research Foundation (grant 2012/0417-0), the National Institute for Health Research (NIHR) Biomedical Research Centre (BRC) at South London and Maudsley NHS Foundation Trust and King’s College London, the NIHR BRC at University College London and the Wellcome Trust (grant 101272/Z/12/Z).
Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children
2014
Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent i…