Are performance predictions for text based on ease of processing?

In 4 experiments, the authors evaluated the hypothesis that performance predictions for text are based on ease of processing. In each experiment, participants read texts, predicted their performance for each one, and then were tested. Ease of processing was manipulated by having participants read texts that varied in coherence. Coherence was varied by manipulating causal relatedness across sentence pairs (Experiments 1 and 2) and by altering the structure of sentences within paragraphs (Experiment 3). In these experiments, prediction magnitudes increased as coherence increased, suggesting that predictions were based on processing ease. In Experiment 4, prediction magnitudes were greater for intact paragraphs than for paragraphs with letters deleted from some of the words. Discussion focuses on resolving apparent inconsistencies in the literature concerning whether processing ease influences performance predictions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effect of Relevance Instructions on Reading Time and Learning.

The authors examined the effect of prereading relevance instructions on reading time and learning for 2 types of text. Experiment 1 found that relevance instructions increased learning for relevant segments without increasing reading time when reading a scientific text sentence by sentence on a computer. In contrast, the same segments were learned less well and took longer to read when nonrelevant. Experiment 2 replicated the findings when individuals read an informational narrative text. These findings supported the no increased effort hypothesis, which states that relevant information is learned better without additional effort when readers are told what is relevant prior to reading. In contrast, nonrelevant information is learned less well. The authors attribute these effects to the goal-focusing nature of relevance instructions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emergence of coherence over the course of decision making.

Previous research has indicated that decision making is accompanied by an increase in the coherence of assessments of the factors related to the decision alternatives. In the present study, the authors investigated whether this coherence shift is obtained before people commit to a decision, and whether it is obtained in the course of a number of other processing tasks. College students were presented with a complex legal case involving multiple conflicting arguments. Participants rated agreement with the individual arguments in isolation before seeing the case and after processing it under various initial sets, including playing the role of a judge assigned to decide the case. Coherence shifts were observed when participants were instructed to delay making the decision (Experiment 1), to memorize the case (Experiment 2), and to comprehend the case (Experiment 3). The findings support the hypothesis that a coherence-generating mechanism operates in a variety of processing tasks, including decision making. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How prior knowledge, WMC, and relevance of information affect eye fixations in expository text.

This study examined how prior knowledge and working memory capacity (WMC) influence the effect of a reading perspective on online text processing. In Experiment 1, 47 participants read and recalled 2 texts of different familiarity from a given perspective while their eye movements were recorded. The participants' WMC was assessed with the reading span test. The results suggest that if the reader has prior knowledge related to text contents and a high WMC, relevant text information can be encoded into memory without extra processing time. In Experiment 2, baseline processing times showed whether readers slow down their processing of relevant information or read faster through the irrelevant information. The results are discussed in the light of different working memory theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading spaced and unspaced Chinese text: Evidence from eye movements.

Native Chinese readers' eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 1, sentences had 4 types of spacing: normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and finally text with spaces between every character. The authors investigated whether the introduction of spaces into unspaced Chinese text facilitates reading and whether the word or, alternatively, the character is a unit of information that is of primary importance in Chinese reading. Global and local measures indicated that sentences with unfamiliar word spaced format were as easy to read as visually familiar unspaced text. Nonword spacing and a space between every character produced longer reading times. In Experiment 2, highlighting was used to create analogous conditions: normal Chinese text, highlighting that marked words, highlighting that yielded nonwords, and highlighting that marked each character. The data from both experiments clearly indicated that words, and not individual characters, are the unit of primary importance in Chinese reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of connectives on young readers' processing and comprehension of text.

Connectives are cohesive devices that signal the relations between clauses and are critical to the construction of a coherent representation of a text's meaning. The authors investigated young readers' knowledge, processing, and comprehension of temporal, causal, and adversative connectives using offline and online tasks. In a cloze task, 10-year-olds were more accurate than 8-year-olds on temporal and adversative connectives, but both age groups differed from adult levels of performance (Experiment 1). When required to rate the “sense” of 2-clause sentences linked by connectives, 10-year-olds and adults were better at discriminating between clauses linked by appropriate and inappropriate connectives than were 8-year-olds. The 10-year-olds differed from adults only on the temporal connectives (Experiment 2). In contrast, online reading time measures indicated that 8-year-olds' processing of text is influenced by connectives as they read, in much the same way as 10-year-olds'. Both age groups read text more quickly when target 2-clause sentences were linked by an appropriate connective compared with texts in which a connective was neutral (and), inappropriate to the meaning conveyed by the 2 clauses, or not present (Experiments 3 and 4). These findings indicate that although knowledge and comprehension of connectives is still developing in young readers, connectives aid text processing in typically developing readers. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

"Signaling in expository hypertexts compensates for deficits in reading skill": Correction to Naumann et al. (2007).

Reports an error in "Signaling in expository hypertexts compensates for deficits in reading skill" by Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christmann and Norbert Groeben (Journal of Educational Psychology, 2007[Nov], Vol 99[4], 791-807). The URL published for the supplemental material was incorrect. The correct URL is provided in the erratum. (The following abstract of the original article appeared in record 2007-17712-008.) Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning materials. The experiments were based on naturalistic texts and essay-writing tasks typical for exam preparation. Learning outcomes were measured by characteristics of participants' essays (amount of knowledge, knowledge focusing, knowledge integration). In both experiments, a hypertext with a high amount of signaling yielded better learning outcomes than did a linear text for readers with a low level of skill, whereas there were no differences for readers with a high level of skill (ΔR2 from .03 to .08 for the interaction). In Experiment 2, the same interaction pattern was found for hypertext with a high versus a low amount of hypertext-specific signals (ΔR2 from .04 to .10). Moreover, a lack of signals led to less efficient navigation behavior. These results demonstrate that hypertexts equipped with hypertext-specific signals may compensate for deficits in reading skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When Static Media Promote Active Learning: Annotated Illustrations Versus Narrated Animations in Multimedia Instruction.

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive constraints on multimedia learning: When presenting more material results in less understanding.

In 4 experiments, college students viewed an animation and listened to concurrent narration explaining the formation of lightning. When students also received concurrent on-screen text that summarized (Experiment 1) or duplicated (Experiment 2) the narration, they performed worse on tests of retention and transfer than did students who received no on-screen text. This redundancy effect is consistent with a dual-channel theory of multimedia learning in which adding on-screen text can overload the visual information-processing channel, causing learners to split their visual attention between 2 sources. Lower transfer performance also occurred when the authors added interesting but irrelevant details to the narration (Experiment 1) or inserted interesting but conceptually irrelevant video clips within (Experiment 3) or before the presentation (Experiment 4). This coherence effect is consistent with a seductive details hypothesis in which the inserted video and narration prime the activation of inappropriate prior knowledge as the organizing schema for the lesson. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accessing Distant Premise Information: How Memory Feeds Reasoning.

According to current psychological models of deduction, people can draw inferences on the basis of information that they receive from different sources at different times. In 3 reading-comprehension experiments, the authors demonstrated that premises that appear far apart in a text (distant) are not accessed and are therefore not used as a basis for logical inferences (Experiment 1), unless the premises are reinstated by a contextual cue (Experiment 2). In Experiment 3, the authors investigated whether these deductions are then integrated into the reader's situation model of the text. The results are interpreted in terms of a collaboration between memory-based text processing and higher level schema-driven logical reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactions Among Elaborative Interrogation, Knowledge, and Interest in the Process of Constructing Knowledge From Text.

The authors examined the impact of elaborative interrogation on knowledge construction during expository text reading, specifically, the interactions among elaborative interrogation, knowledge, and interest. Three measures of learning were taken: recall, inference, and coherence. Elaborative interrogation affected all aspects of learning measured, with a significant interaction between elaborative interrogation and interest with regard to inference. The experimental effect on the measure of inference was larger for the students who had less interest than for the students who had more interest. There was also an interaction effect between knowledge and elaborative interrogation for coherence. The experimental effect on coherence was higher for students who had less knowledge than students who had more knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parallel and competitive processes in hierarchical analysis: Perceptual grouping and encoding of closure.

The role of perceptual grouping and the encoding of closure of local elements in the processing of hierarchical patterns was studied. Experiments 1 and 2 showed a global advantage over the local level for 2 tasks involving the discrimination of orientation and closure, but there was a local advantage for the closure discrimination task relative to the orientation discrimination task. Experiment 3 showed a local precedence effect for the closure discrimination task when local element grouping was weakened by embedding the stimuli from Experiment 1 in a background made up of cross patterns. Experiments 4A and 4B found that dissimilarity of closure between the local elements of hierarchical stimuli and the background figures could facilitate the grouping of closed local elements and enhanced the perception of global structure. Experiment 5 showed that the advantage for detecting the closure of local elements in hierarchical analysis also held under divided- and selective-attention conditions. Results are consistent with the idea that grouping between local elements takes place in parallel and competes with the computation of closure of local elements in determining the selection between global and local levels of hierarchical patterns for response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing text representations with recognition: The interaction of domain knowledge and text coherence.

Readers construct at least 2 interrelated mental representations when they comprehend a text: a textbase and a situation model. Two experiments were conducted with recognition memory to examine how domain knowledge and text coherence influence readers' textbase and situation-model representations. In Experiment 1, participants made remember-know judgments to text ideas. Knowledge and coherence interacted to influence remember judgments differently than know judgments. In Experiment 2, the authors used the process-dissociation procedure to obtain recollection and familiarity estimates. Knowledge and coherence interacted to influence recollection estimates but not familiarity estimates. The authors claim that recollection and familiarity can be used as markers of the different processes involved in constructing a textbase and a situation model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing for novel versus familiar events: Shifts in global and local processing.

Six experiments examined whether novelty versus familiarity influences global versus local processing styles. Novelty and familiarity were manipulated by either framing a task as new versus familiar or by asking participants to reflect upon novel versus familiar events prior to the task (i.e., procedural priming). In Experiments 1–3, global perception was enhanced after novelty priming or framing, whereas familiarity priming facilitated local perception relative to a control group. In Experiment 4, participants used more inclusive categories under novelty priming and narrower categories under familiarity priming. In Experiments 5–6, participants construed actions and products more abstractly when these were framed as novel as compared to familiar. These results support the construal level theory (N. Liberman & Y. Trope, 2008; Y. Trope & N. Liberman, 2003) contention that having less direct experience is associated with using higher construal levels. Implications of the findings for research on mood, processing styles, stereotypes, and consumer research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Global and local processing in humans (Homo sapiens) and chimpanzees (Pan troglodytes): Use of a visual search task with compound stimuli.

This research assessed the visual processing of the global and local stimulus features in humans and chimpanzees. In Experiment 1, participants were tested with compound stimuli presented in a visual search task. There was an advantage to process the global stimulus level in humans but not in chimpanzees. The global size and the density of the local elements were manipulated in Experiment 2. Humans showed an overall advantage for processing the global shape. Chimpanzees showed an advantage for processing the local shape in the low-density condition but showed no advantage in the dense conditions. In Experiment 3, chimpanzees showed a global advantage when line segments connected the local elements and a local one when the lines were removed. Together, these results suggest a phylogenetic trend in the way compound stimuli are processed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of global versus local processing styles on assimilation versus contrast in social judgment.

The authors propose a global/local processing style model (GLOMO) for assimilation and contrast effects in social judgment. GLOMO is based on Schwarz and Bless' (1992, 2007) inclusion-exclusion model, which suggests that when information is included into a category, assimilation occurs, whereas when information is excluded from a category, contrast occurs. According to GLOMO, inclusion versus exclusion should be influenced by whether people process information globally or locally. In 5 experiments, using both disambiguation and social comparison, the authors induced local versus global processing through perceptual tasks and time perspective and showed that global processing produced assimilation, whereas local processing produced contrast. The experiments showed that processing styles elicited in one task can carry over to other tasks and influence social judgments. Furthermore, they found that hemisphere activation and accessibility of judgment-consistent knowledge partially mediated these effects. Implications for current and classic models of social judgment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An immediate-shock freezing deficit with discrete cues: A possible role for unconditioned stimulus processing mechanisms.

Five experiments with C57BL/6 mice (Mus musculus) investigated whether failures in shock processing might contribute to deficits in freezing that occur after an animal receives a shock immediately on exposure to a conditioning context. Experiment 1 found that more contextual freezing resulted from delayed shocks than from immediate shocks across 4 shock intensities. Experiment 2 extended the immediate-shock freezing deficit to discrete stimuli. Experiment 3 found that preexposure to the to-be-conditioned cue did not facilitate immediate cued conditioning. Experiment 4 found that context preexposure enhanced context-evoked fear after an immediate shock. Experiment 5 found that context preexposure also enhanced immediate cued conditioning. These findings are problematic for current theories of the immediate-shock freezing deficit that focus exclusively on processing of the conditioned stimulus, and they suggest that failures in shock processing may contribute to the deficit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergroup Distinctiveness and Differentiation: A Meta-Analytic Integration.

The authors examined the relation between perceptions of intergroup distinctiveness and intergroup differentiation in a meta-analysis. They tested the social identity theory prediction that low intergroup distinctiveness underlies differentiation (the "reactive distinctiveness" hypothesis) for effects on behavioral and judgmental differentiation. In addition, they examined the moderating power of 4 variables that H. Tajfel and J. C. Turner (1979) predicted would influence differentiation (group identification, relevance of the dimension of comparison, relevance of the outgroup. and nature of intergroup relations). Analysis of 60 tests revealed that the overall effect of distinctiveness on differentiation was not significantly different from 0, but reactive distinctiveness was found on behavioral differentiation measures, whereas reflective distinctiveness was found on judgmental differentiation measures. Only group identification was a reliable moderator. High identifiers showed reactive distinctiveness, whereas low identifiers showed reflective distinctiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)