Antecedent retrieval processes.

In three experiments we examined the nature of the search for antecedents during reading. Subjects read passages that contained two possible antecedents: one appearing early in the passages and the other appearing late. The degree of elaboration was varied, with one antecedent receiving additional elaboration for half the passages and the other antecedent receiving additional elaboration for the remaining half. Reading time differences from the first two experiments demonstrated that late antecedents are reinstated more quickly than early antecedents and elaborated antecedents are reinstated more quickly than nonelaborated antecedents. Experiment 1 showed that concepts that fall in the path of an antecedent search can be activated by the search. Experiments 2 and 3 showed that this activation is restricted to concepts that are from the same general category as the target antecedent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational variables and children's text search.

This experiment investigated the effects of choice and response format on children's search of informational text. We compared the information-seeking performance of 42 Grade 3 children who were given a choice of books with 42 children who were not given a choice. Half of the children in the choice and no-choice conditions were instructed to record their answers on a theme board, and half were instructed to write their answers on a work sheet. Children were randomly assigned to the following conditions: (a) choice–theme board, (b) choice–work sheet, (c) no-choice–theme board, and (d) no-choice–work sheet. Prior knowledge and topic interest were included as covariates. Choice of topic facilitated both performance and process measures, whereas response format affected process measures only. Prior knowledge emerged as a significant contributor to accuracy and time to locate information. Children's text search was affected by choice and context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of headings by children for text search.

Examined the development of text search strategies in 144 4th, 6th, and 8th graders who were assigned to reading booklets with or without headings embedded in the reading material. Both younger and older Ss demonstrated evidence of efficient use of headings as locational aids when explicitly instructed on how to use them, and spontaneous use of headings as a search strategy was observed in half of the 4th and 6th graders and in most of the 8th graders. Ss at all levels read faster when asked to search for a specific fact than when asked to read the story line by line, indicating their awareness of when to skim. Findings suggest that by the 4th grade, children may have the cognitive skills to benefit from headings but may use these skills only in structured situations. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cue search and comparison processes in visual search for letters.

In 2 experiments, each with 16 college students and laboratory staff members, Ss searched 4- and 8-letter arrays for the presence of a T or an F. The position of the target was indicated by a bar marker presented at 1 of 7 stimulus onset asynchronies (SOAs): –200, –25, 50, 125, 200, 275, or 350 msec. In Exp I, SOA conditions were blocked; in Exp II, SOA conditions varied randomly from trial to trial. In both experiments array size and SOA interacted. With 8-letter arrays, reaction time (RT) increased linearly with SOA with a slope less than 1. With 4-letter arrays, RT increased with SOA but reached asymptote at the level of no-cue control RTs at the 125-msec SOA. Results support the notion that cue search and comparison processes may function concurrently. (French summary) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Topic structure representation and text recall.

Tested the hypothesis that readers represent a text's topics and their interrelations as they read and then use those representations to access information about each topic. In 2 experiments, 222 undergraduates were required to read and free recall an expository text of approximately 1,100 words in length. Exp I manipulated both the order of topics in the stimulus text and whether the introductory paragraph stated the topics and their organization. It was found that Ss recalled information about fewer topics if the topics were randomly ordered and the introductory paragraph was uninformative than if topics were logically ordered or if the introductory paragraph was informative. Differences in recall of topics accounted for much of the variance in overall recall and recall errors. Exp II examined the effects of the presence or absence of topic sentences and of variations in the physical marking of paragraph boundaries. Findings show that Ss recalled information about more topics if the text contained topic sentences than if it did not. Results are consistent with the hypothesis that readers use a representation of a text's topic structure to guide recall. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Young writers' use of text structure in expository text generation.

Although few studies have examined children's use of text structure in writing, knowledge of text structure is presumed to be an important strategy underlying effective expository text generation. The purpose of this study was to examine the ability of writers at two ages and three ability levels in generating textually consistent superordinate main ideas and subordinate details for three types of text structures. Analyses revealed significant main effects for grade, ability, and text type. More proficient writers seemed to possess a more generalized knowledge of text structure that they applied at both the superordinate and subordinate levels, whereas less proficient writers seemed to perform best in writing subordinate details. The findings supported the conclusion that knowledge of text structure was developmentally acquired, and that text structures varied in their saliency to young writers, although the majority of writers at both grade levels remained largely insensitive to text structure in composition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching readers about the structure of scientific text.

Adults may have difficulty in reading and retaining scientific text because they are unaware of the text's top-level structure. Experiment 1 revealed that college students had difficulty in sorting passages into categories on the basis of text structures, such as generalization, enumeration, sequence, classification, and compare/contrast. In Experiment 2, junior college chemistry students either received approximately 8 hr of training in how to discriminate among and use text structures found in their chemistry textbook (trained group) or engaged in unrelated activities (control group). All students took matched pretests and posttests in which they read biology passages and then freely recalled the passages and answered comprehension questions. On the recall test, the trained group showed a substantial pretest-to-posttest gain in recall of high conceptual information but not in recall of low conceptual information, whereas the control group showed no substantial gains. On the comprehension test, the trained group showed a substantial pretest-to-posttest gain in answering application questions and a lesser gain in answering literal questions, whereas the control group showed no substantial gains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Component processes in text comprehension and some of their interactions.

58 college students read 12 passages word by word in the moving-window method. Word reading times (WRTs) were analyzed in multiple-regression analyses. 16 attributes of the stimulus materials were quantified as measures of specific component processes. WRTs were predicted by most of the 16 attributes. There were significant effects for such word-level attributes as length, frequency, and repetition, presumed to reflect processes involved in word identification. Such sentence-level (SL) attributes as sentence imagery and the number of new concepts in the sentence, considered indicators of integration and abstraction of the sentence gist, had a significant effect on WRTs, particularly at the sentence-final word. In addition, WRTs of sentence-final words increased linearly with the number of new concepts in the sentence. The text-level attributes that significantly influenced WRTs were the serial position of the sentence in the passage and the genre of the passage. These attributes were considered indicators of topic identification and intersentence integration, respectively. Word-level variables, word length and word frequency, interacted with the load or complexity of processes at the SL and at the text level. Similarly, SL variables interacted with the complexity of text-level variables. These interactions are consistent with models of reading that assume that lower-level processes interact with higher-level processes. (97 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reprocessing text: Contributions from conceptually driven processes.

Recent claims that reprocessing benefits observed during rereading are mediated by abstract word-level representations (T. H. Carr et al; see record 1989-38877-001) were countered in 4 experiments with a total of 100 undergraduates. In these experiments, the amount of text context that was repeated between original and rereading tasks was varied. For reprocessing normal text, there was a systematic involvement of conceptually driven processes in the text reprocessing transfer observed across reading repetitions. This reprocessing advantage was consistent across reading modality. Unlike normal texts, the scrambled texts became more and more scrambled across studies. It is argued that the processing orientation is critical to transfer effects in scrambled reading conditions. (French abstract) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reprocessing text: Indirect measures of word and message level processes.

In three experiments we examined word- and text-level transfer after different reading experiences. Experiment 1 showed that facilitation in the later perceptual identification of a word occurs when that word was orginally read as part of a word set, but not when it was read as part of a meaningful text. Further, the word-to-word transfer effect exhibited the hallmarks of data-driven processing. Experiments 2 and 3 showed that transfer at the text level occurs when the reprocessing measure involves the entire text, rather than words taken from the text. This text reprocessing effect also exhibited data-driven indicators and was indifferent to the subjects' reading strategies. It was specific to the text originally read, with no generalization to texts of the same structure. The results, discussed in terms of P. A. Kolers' (see record 1976-00491-001) views of skilled reading, suggest caution in interpreting transfer measures when the original and reprocessing tasks are at different linguistic levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of signaling topic structure on text recall.

Two experiments studied effects of signaling devices (headings, overviews, and summaries) on text memory. In Exp 1, Ss read a text with or without signals, then recalled the topics of the text. Signaling produced better memory for the topics and their organization. In Exp 2, Ss recalled the content of the text they read, and recalls were scored for the number of accurately recalled ideas. Signals produced recalls that were better organized by text topics. Signals also influenced the distribution of recall of ideas: Ss remembered more topics but recalled less about each accessed topic if the text they read contained signals than if it did not. The results are interpreted as supporting a model in which signals influence readers' representations of a text's topic structure, which, in turn, is used to guide the recall of text content. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying component processes in text comprehension: Comment on Haberlandt and Graesser.

Argues that the results of K. F. Haberlandt and A. C. Graesser's (see record 1986-13625-001) study using a moving-window procedure depict the operation of the component processes only generally and that the moving-window procedure, when applied to individual words, appears to lead readers to adopt strategies that alter text comprehension processes, at least as compared with other procedures such as eye-fixation monitoring. It is contended that although Haberlandt and Graesser's results are consistent with current models of text comprehension, they do not provide a sufficiently fine-grained analysis to discriminate among alternative models. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of structure strategy training and signaling on recall of text.

Younger and older adults participated in 9 hr of either structure strategy training, interest strategy training, or no training. Both trained groups reported positive changes in reading, but only the structure strategy group showed increased total recall from a variety of texts and an informative video. Structure strategy training increased the amount of information remembered as well as recall of the most important information. This training affected the organization of recall and was critical for producing readers who could use the structure strategy consistently across a variety of expository texts. In addition, it helped learners use signals in text more effectively. There was an additive effect of training plus signaling for use of the structure strategy consistently across five passages. The strategy switch hypothesis was supported, indicating that signaling affects encoding rather than retrieval processes. The findings have implications for both reading and writing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Grouping processes in visual search: Effects with single- and combined-feature targets.

We report evidence for spatially parallel visual search for targets defined by combinations of form elements in visual search. In Section 1, we show that flat search functions occur for combined-form targets when distractor forms are homogeneous and can be grouped together, thus segmenting the target from the distractors. Introducing heterogeneous distractors lessens distractor grouping and can produce serial search. These results cannot be easily attributed to subjects' use of local feature information to discriminate targets. Instead, they suggest that grouping can operate at a level at which combined form information is represented. In Section 2 we show that these grouping effects are spatially scaled by the size of the stimuli. In Section 3 we show that heterogeneity does not prevent flat search functions when the target has a unique defining feature. Data are interpreted in terms of a hierarchical processing system involving both devoted single- and combined-feature (junction) maps. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of text structure on use of cognitive capacity during reading.

The demand that text processing imposes on learners' cognitive capacity was measured with a secondary-task technique; the meaning of the textual materials was held constant while several structural (surface) variables were manipulated. Exp I (36 undergraduates) showed that text versions with simplified vocabulary and syntax (but equivalent content) required less cognitive capacity to process than standard versions. Exp II (96 Ss) revealed that the reduction in use of cognitive capacity was due primarily to syntactic factors. Exp III (72 Ss) demonstrated that texts containing signals about idea importance and relations required less cognitive capacity to process than texts with approximately the same propositional content but no such signals. Measures of total inspection time and content recall were also secured. In general, findings indicate that aspects of the surface structure of text made demands on Ss' cognitive processing capacity. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In search of the point of no return: The control of response processes.

Control processes underlying response inhibition were examined. Six Ss performed a visual choice reaction task and were occasionally presented with a tone that told them to withhold the response. Reaction time results were in agreement with a model that assumes a race between response activation and response inhibition processes. Event-related brain potentials, electromyogram, and continuous response measures showed that responses could be interrupted at any time. Evidence was obtained for two inhibitory mechanisms: inhibition of central activation processes and inhibition of transmission of motor commands from central to peripheral structures. Results have implications for the distinction between controlled and ballistic processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contributions of automatic and controlled processes to the analysis of hierarchical structure.

Three experiments provide evidence that 2 mechanisms, 1 automatic and 1 controlled, produce variations in the efficiency with which local and global forms are processed. Targets are identified faster if they appear at the same level (global or local) as the target on the previous trial. M. R. Lamb, B. London, H. M. Pond, and K. A. Whitt (see record 1997-39043-003) provided evidence that the beneficial effect of level repetition is due to an automatic process that is outside voluntary control. In the present experiments, pretrial cues informed participants as to the level of the upcoming target. Valid cues benefited performance, whereas invalid cues harmed performance relative to noninformative neutral cues. This was so even when the relation between the cue and the level it signaled was arbitrary, indicating that the cues initiated voluntary shifts of attention. The benefit associated with level repetition, however, was unaffected by the cues. These data suggest that the benefit of level repetition results from a process that is not subject to voluntary control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Independence and exclusivity among psychological processes: Implications for the structure of recall.

If a particular outcome can arise in each of two or more different ways, how are the different ways related? In particular, to what extent do these different underlying processes overlap in their effects? When the outcome and underlying processes are psychological in nature, theorists directly addressing the issue commonly assume independence among processes and hence some overlap in their effects. In general, however, an alternative is to assume exclusivity among processes and hence some overlap in their effects. It is suggested that theorists may therefore develop both independence and exclusivity forms of multiple-process models, allowing choice between them to be made on empirical rather than a priori grounds. This theoretical approach is adopted in the specific case of memory retrieval. An existing model of retrieval mechanisms in recall is developed to provide independence and exclusivity submodels for the structure of recall whose predictions can be compared. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times.

Investigated the locus of interpretive and inference processes during text comprehension. Two positions were contrasted: the buffer-integrate-purge position, which assumes that text-level interpretive and inference processes operate at sentence or clause boundaries, and the immediacy position, which assumes that interpretive and inference processes operate as soon as possible. Two methods of collecting word reading times were contrasted: gaze durations and self-paced word reading times. In simple narrative passages, there was an increase in word reading times for end-of-clause words when self-paced reading times were collected, but there was a decrease when gaze durations were measured with eye tracking equipment. The data indicate that interpretive and inference processes operate immediately and that buffering is to some extent an artifact of the self-paced moving window method. (PsycINFO Database Record (c) 2010 APA, all rights reserved)