A series of experimental and theoretical investigations of text inference were conducted. One applied a theory of inferable text cohesion to the devising of text structure revisions that assist comprehension and memory. Since only modest success was achieved, the next three projects went beyond text revision to the use of adjunct outlines,…

Using reaction time, the interaction between stimulus sentences requiring varying degrees of inferential activity and tasks requiring different levels of cognitive processing is investigated. Effects of thematic and nonthematic contexts are also examined. Results suggest that analyses of processing time may provide useful insights into the…

To identify cognitive process concomitants of reading comprehension, a Structure of Intellect (SOI) interpretation is proposed. (Author)

Comprehension involves the relationship of a child's knowledge and the organization of that knowledge as it relates to the material that he reads. (JD)

Sentence comprehension and grammaticality judgment were studied in 10 healthy subjects and 10 agrammatic aphasic stroke patients. The latter were able to make grammaticality and comprehension judgments, but less accurately. Results indicated that such judgments are made using different processes and/or operate on different aspects of language…

Highlights ways in which standard information processing models of language, and specifically of reading, are deficient. Deficiencies are considered under four headings: (1) theoretical rigour, (2) the interaction of different levels of information during reading; (3) the parallel nature of much of human information processing, and (4) reading…

In this study, three- to five-year-olds viewed an eight-minute version of the program "Diff'rent Strokes" and then were asked to reenact the story with dolls and props. Analyses of their versions showed that 70 percent of the children comprehended most of the event clusters of the program. (PD)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

A cued recall procedure was employed to assess the effectiveness of implicit and explicit word prompts for sentence memory in children. The implicit cues were much less effective than the explicit cues for 6-7 year olds while the cue types did not differ for 11-12 year olds. (Author/DEP)

How do you know when students understand something? How can you design learning experiences that make it much more likely that students understand content and apply it in meaningful ways? Since 1998, thousands of educators have used "Understanding by Design" to answer these questions and create more rigorous and engaging curricula. Now, this…

Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)

In the experiments reported here grammaticalness and meaningfulness were found to be of much greater significance than word frequency, interword association or syntactic frame in the comprehension of deviant sentences. (Author/FWB)

Principles of cognitive psychology are used to explain the reading comprehension process. More effective diagnosis and solution of reading problems can be made by understanding the many factors involved and using a broad conceptual model, including internal and external influences, to pinpoint difficulties. (Author/CJ)