Search results for "COMPREHENSION"
showing 10 items of 475 documents
An alternative perspective on “semantic P600” effects in language comprehension
2008
Abstract The literature on the electrophysiology of language comprehension has recently seen a very prominent discussion of “semantic P600” effects, which have been observed, for example, in sentences involving an implausible thematic role assignment to an argument that would be a highly plausible filler for a different thematic role of the same verb. These findings have sparked a discussion about underlying properties of the language comprehension architecture, as they have generally been viewed as a challenge to established models of language processing and specifically to the notion that syntax precedes semantics in the comprehension process. In this paper, we review the literature on se…
Intentional strategies that make co-actors more predictable: The case of signaling
2013
AbstractPickering & Garrod (P&G) explain dialogue dynamics in terms of forward modeling and prediction-by-simulation mechanisms. Their theory dissolves a strict segregation between production and comprehension processes, and it links dialogue to action-based theories of joint action. We propose that the theory can also incorporate intentional strategies that increase communicative success: for example, signaling strategies that help remaining predictable and forming common ground.
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks
2010
One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic, finding that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We discuss several possible explanations for this result. We also found that beliefs a…
Disembodying (tool-use) action understanding
2020
International audience
The Argument Dependency Model
2015
This chapter summarizes the architecture of the extended Argument Dependency Model (eADM), a model of language comprehension that aspires toward neurobiological plausibility. It combines design principles from neurobiology with insights on cross-linguistic diversity. Like other current models, the eADM posits that auditory language processing proceeds along two distinct streams in the brain emanating from auditory cortex: the antero-ventral and postero-dorsal streams. Both streams are organized hierarchically and information processing takes place in a cascaded fashion. Each stream has functionally unified computational properties congruent with its role in primate audition. While the dorsa…
The development of adolescents' comprehension-based Internet reading activities
2018
Abstract Internet-based reading involves integration and evaluation of information from different sources and different formats, but also requires fluent navigation skills for adequate comprehension. The effects of linguistic (word decoding and comprehension-based print reading) and non-cognitive factors (reading frequency and self-efficacy) have extensively been studied for print reading; we know very little about their role in Internet reading, which is our focus in this study. 558 students from grades 7 to 10 performed a set of comprehension-based Internet reading tasks on a computer, while their navigation and comprehension scores were recorded. They were also assessed on print reading …
Down Syndrome and Referential Communication: Understanding and Production
2012
Abstract This study aimed to evaluate the ability of referential communication in subjects with Down Syndrome (DS). We evaluated the possibility that the referential communication is the result of a set of cognitive factors, verbal and nonverbal through the evaluation of relationship between cognitive abilities in individuals with DS and typically developing. In particular, we have identified some critical dimensions of communicative function, such as the referential communication, which means the subject's ability to produce o the listener or messages “referentially oriented”, ie messages that are characterized by “clarity or ambiguity referential”. The referential communication skills, in…
An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations
2010
Abstract Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted…
The Cultural Component in the First Language (L1) Teaching: Cultural Heritage, Identity and Motivation in Language Learning
2015
Abstract After almost three decades since the insertion of Catalan (Valencian) within the Valencian education system, its use hasn’t spread through all of the geographical domains and social scopes. In a context of language minorisation, an actual usage of a language is not guaranteed by just acquiring a sounder language competence. For a start we take into consideration a hipothesis defending that even though a comprehension of the goal culture in L2 is not just necessary for a significant use of the language within its society, we also have to realise the importance of the cultural import when using L1. We’ve framed our working field within some research projects which focus on the value …
New Perspectives on Individual Differences in Language Learning and Teaching
2012
Changing Perspectives on Individual Learner Differences.- Cognitive Factors and Instructed Language Acquisition.- Affective and Social Factors in Language Learning.- Individual Differences in Learning and Teaching Practices.