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Text and Discourse in European Research.
Peer reviewed Peer reviewed
de Beaugrande, Robert – Discourse Processes, 1980
Surveys the long-standing, diversified tradition of European research on text and discourse and cites the main sources and overview works in the field. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Foreign Countries, Learning Theories
An Analysis of Narratives: Identifying Central, Supportive, and Distracting Content.
Peer reviewed Peer reviewed
Omanson, Richard C. – Discourse Processes, 1982
Presents an analysis of prose narratives that allows content to be identified as central and provides a priori rationale for why the content is central. Investigates which content is supportive of, or distracting to, the central content. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Evaluation Methods, Learning Theories
Some Uses and Abuses of a Story Grammar.
Peer reviewed Peer reviewed
Mandler, Jean M. – Discourse Processes, 1982
Discusses previous articles in this journal and calls for a new theory of story grammar. (FL)
Descriptors: Cognitive Processes, Discourse Analysis, Learning Theories, Reading Comprehension
What's in a Story: Interpreting the Interpretations of Story Grammar.
Peer reviewed Peer reviewed
Stein, Nancy L. – Discourse Processes, 1982
Discusses previous articles in this journal issue and addresses issues concerning the acquisition of specific social knowledge. (FL)
Descriptors: Cognitive Processes, Knowledge Level, Learning Theories, Reading Comprehension
Cognitive Development and the Language of Mental States.
Peer reviewed Peer reviewed
Ortony, Andrew – Discourse Processes, 1987
Critically examines papers by Wellman and Estes, Olson and Torrance, and Hall and Nagy. (AEW)
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Cognitive Structures
Children's Early Use of Mental Verbs and What They Mean.
Peer reviewed Peer reviewed
Wellman, Henry M.; Estes, David – Discourse Processes, 1987
Examines whether young children make explicit references to beliefs, ideas, thoughts, and intentions. Relates that three-year-old children correctly distinguish between real and mental items and that they think and dream about things that are not real. Concludes that conceptual development theories portraying early development as concrete and…
Descriptors: Child Development, Child Language, Cognitive Processes, Cognitive Structures