Download or read book The Relationship of Attention to Comprehension and Metacomprehension Processes written by Aaron Y. Wong and published by . This book was released on 2020 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: During reading, readers engage in comprehension and metacognitive processes. When problems in integrating the current information with the situation model occur, readers tend to make regressions—backward eye movements—to find information in prior text to resolve the problem (Schotter et al., 2014). Prior research suggests that cues related to regressions are used when making metacomprehension judgments. The usage of these cues may be influenced by a person’s ability to attend to comprehension processes during reading. The current study examined the relationship between comprehension and metacomprehension processes by using regressions as a measure of online monitoring. Experiment 1 examined how attention to end-of-sentence regressions affected the usage of cues related to regressions. During reading, participants heard tones when an end-of-sentence regression was made, random tones, or did not hear tones. Participants in the random tone condition were less likely to use cues related to regressions than participants that did not hear any tones. Experiment 2 examined how awareness of comprehension difficulties and working memory affected the usage of cues related to regressions when making metacomprehension judgments. During reading, participants performed a secondary task that influenced the ability to attend to comprehension processes. Participants also completed working memory tasks. Participants in the distracted condition were less likely to use cues related to regressions than participants in the control condition. In addition, participants with low attentional control were more likely to use cues related to regressions than participants with high attentional control. The findings suggest that attention to comprehension processes and working memory play an important role in the relationship between comprehension and metacomprehension.
Download or read book Metacognition and Reading Comprehension written by Ruth Garner and published by Praeger. This book was released on 1987 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
Download or read book The Impact of Metacomprehension Accuracy on Control Processes During Comprehension written by Elaine Wei-Ling Tan and published by . This book was released on 2016 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this dissertation was to investigate whether improving metacomprehension accuracy via the monitoring process impacted learning strategy selection implemented by the control process so that comprehension was also improved. A new paradigm—the multi trial metacomprehension paradigm—was introduced to investigate this aim. Participants studied a text using an effective or ineffective learning strategy, made metacomprehension predictions about their future comprehension, and took a comprehension test; there were three trials of this procedure. The goal was to determine whether metacomprehension accuracy improved—leading to improved comprehension accuracy—for the third trial. Experiment 1 tested whether metacomprehension accuracy improved across multiple trials when compared against single trials. Although no difference in metacomprehension accuracy between multiple and single trial conditions was found, comprehension accuracy did improve with multiple trials. However, for a subset of participants whose metacomprehension accuracy across trials did improve, their comprehension accuracy also improved. Although there was no effect of learning strategy on either metacomprehension accuracy or comprehension accuracy overall, the effective learning strategy produced the highest metacomprehension accuracy on the first trial, leaving no room for improvement at later trials. Metacomprehension accuracy only improved when using the ineffective learning strategy if it was used on multiple trials, but never to the same degree as when using an effective learning strategy. Experiment 2 tested whether improved metacomprehension accuracy affected the control process of learning strategy selection by allowing participants to select which learning strategy to use during the third trial. Participants overwhelmingly selected the ineffective learning strategy, even in case in which metacomprehension accuracy improved across trials. This finding calls into question the theory that improved monitoring accuracy informing the meta level leads to better implementation of control process on the object level. However, while metacomprehension accuracy might be necessary to improve comprehension accuracy—and to result in selection of effective learning strategies toward that end—it might not be sufficient. Students should not just be told to use an effective learning strategy; they should also be taught how to use cues during the monitoring process that are diagnostic of future comprehension.
Download or read book The Psychology of Science Text Comprehension written by Jose Otero and published by Routledge. This book was released on 2014-04-04 with total page 505 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.
Download or read book The Impact of Metacomprehension Accuracy on Control Processes During Comprehension written by and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this dissertation was to investigate whether improving metacomprehension accuracy via the monitoring process impacted learning strategy selection implemented by the control process so that comprehension was also improved. A new paradigmthe multi trial metacomprehension paradigmwas introduced to investigate this aim. Participants studied a text using an effective or ineffective learning strategy, made metacomprehension predictions about their future comprehension, and took a comprehension test; there were three trials of this procedure. The goal was to determine whether metacomprehension accuracy improvedleading to improved comprehension accuracyfor the third trial. Experiment 1 tested whether metacomprehension accuracy improved across multiple trials when compared against single trials. Although no difference in metacomprehension accuracy between multiple and single trial conditions was found, comprehension accuracy did improve with multiple trials. However, for a subset of participants whose metacomprehension accuracy across trials did improve, their comprehension accuracy also improved. Although there was no effect of learning strategy on either metacomprehension accuracy or comprehension accuracy overall, the effective learning strategy produced the highest metacomprehension accuracy on the first trial, leaving no room for improvement at later trials. Metacomprehension accuracy only improved when using the ineffective learning strategy if it was used on multiple trials, but never to the same degree as when using an effective learning strategy. Experiment 2 tested whether improved metacomprehension accuracy affected the control process of learning strategy selection by allowing participants to select which learning strategy to use during the third trial. Participants overwhelmingly selected the ineffective learning strategy, even in case in which metacomprehension accuracy improved across trials. This finding calls into question the the
Download or read book Comprehension Processes in Reading written by D. A. Balota and published by Routledge. This book was released on 1990 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension Processes in Reading addresses the interrelationship among several areas relevant to understanding how people comprehend text. The contributors focus on the on-line processes associated with text understanding rather than simply with the product of that comprehension -- what people remember from reading. Presenting the latest theories and research findings from a distinguished group of contributors, Comprehension Processes in Reading is divided into four major sections. Each section, concluding with a commentary chapter, discusses a different aspect of reader understanding or dysfunction such as individual word comprehension, sentence parsing, text comprehension, and comprehension failures and dyslexia .
Download or read book Theoretical Issues in Reading Comprehension written by Rand J Spiro and published by Routledge. This book was released on 2019-11-15 with total page 600 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in cognitive psychology, linguistics, and artificial intelligence - the three disciplines that have the most direct application to an understanding of the mental processes in reading - is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.
Download or read book The Cambridge Handbook of Cognition and Education written by John Dunlosky and published by Cambridge University Press. This book was released on 2019-02-07 with total page 1130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.
Download or read book Recent Approaches for Assessing Cognitive Load from a Validity Perspective written by Moritz Krell and published by Frontiers Media SA. This book was released on 2022-02-24 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Download or read book Processing Inaccurate Information written by David N. Rapp and published by MIT Press. This book was released on 2023-04-04 with total page 479 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interdisciplinary approaches to identifying, understanding, and remediating people's reliance on inaccurate information that they should know to be wrong. Our lives revolve around the acquisition of information. Sometimes the information we acquire—from other people, from books, or from the media—is wrong. Studies show that people rely on such misinformation, sometimes even when they are aware that the information is inaccurate or invalid. And yet investigations of learning and knowledge acquisition largely ignore encounters with this sort of problematic material. This volume fills the gap, offering theoretical and empirical perspectives on the processing of misinformation and its consequences. The contributors, from cognitive science and education science, provide analyses that represent a variety of methodologies, theoretical orientations, and fields of expertise. The chapters describe the behavioral consequences of relying on misinformation and outline possible remediations; discuss the cognitive activities that underlie encounters with inaccuracies, investigating why reliance occurs so readily; present theoretical and philosophical considerations of the nature of inaccuracies; and offer formal, empirically driven frameworks that detail when and how inaccuracies will lead to comprehension difficulties. Contributors Peter Afflerbach, Patricia A. Alexander, Jessica J. Andrews, Peter Baggetta, Jason L. G. Braasch, Ivar Bråten, M. Anne Britt, Rainer Bromme, Luke A. Buckland, Clark A. Chinn, Byeong-Young Cho, Sidney K. D'Mello, Andrea A. diSessa, Ullrich K. H. Ecker, Arthur C. Graesser, Douglas J. Hacker, Brenda Hannon, Xiangen Hu, Maj-Britt Isberner, Koto Ishiwa, Matthew E. Jacovina, Panayiota Kendeou, Jong-Yun Kim, Stephan Lewandowsky, Elizabeth J. Marsh, Ruth Mayo, Keith K. Millis, Edward J. O'Brien, Herre van Oostendorp, José Otero, David N. Rapp, Tobias Richter, Ronald W. Rinehart, Yaacov Schul, Colleen M. Seifert, Marc Stadtler, Brent Steffens, Helge I. Strømsø, Briony Swire, Sharda Umanath
Download or read book Encyclopedia of Educational Psychology written by Neil J. Salkind and published by SAGE. This book was released on 2008-01-17 with total page 1209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of educational psychology draws from a variety of diverse disciplines including human development across the life span, measurement and statistics, learning and motivation, and teaching. And within these different disciplines, many other fields are featured including psychology, anthropology, education, sociology, public health, school psychology, counseling, history, and philosophy. In fact, when taught at the college or university level, educational psychology is an ambitious course that undertakes the presentation of many different topics all tied together by the theme of how the individual can best function in an "educational" setting, loosely defined as anything from pre-school through adult education. Educational psychology can be defined as the application of what we know about learning and motivation, development, and measurement and statistics to educational settings (both school- and community-based).
Download or read book Text Relevance and Learning from Text written by Gregory Schraw and published by IAP. This book was released on 2011-08-01 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension. This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading.
Download or read book The Neurophysiological Foundations of Mental and Motor Imagery written by Aymeric Guillot and published by Oxford University Press. This book was released on 2010-01-14 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book, the first of its kind, examines three main aspects of mental imagery. Providing a state of the art review of this field of research, along with in-depth reviews, meta-analyses, and research syntheses, this book will be important for those in the fields of cognitive neuroscience, physiology, and rehabilitation." --Book Jacket.
Download or read book Thinking and Seeing written by Daniel T. Levin and published by MIT Press. This book was released on 2004 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection in which the contributors draw on diverse areas of cognitive science to examine the difference between actual and presumed visual cognition.
Download or read book Comprehension Process Instruction written by Cathy Collins Block and published by Guilford Press. This book was released on 2004-04-28 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Filling a crucial gap in the literature, this immensely practical volume presents innovative tools for helping K-3 students significantly increase their ability to make meaning from texts. The focus is on teaching the comprehension processes employed by expert readers, using a carefully sequenced combination of whole-class activities, specially designed kinesthetic movements, metacognitive strategies, and independent reading. Teachers are taken step by step through implementing the authors' research-based approach with diverse students, including English-language learners and children with special needs. Designed in a convenient, large-size format, the book features clear lesson plans and reproducible activities and visual aids, together with fiction and nonfiction book lists. An invaluable resource for helping teachers meet the mandates of No Child Left Behind, the volume is also ideal for use in preservice and inservice training. Every chapter concludes with thought-provoking exercises, activities, and discussion topics.
Download or read book The Cognitive Development of Reading and Reading Comprehension written by Carol McDonald Connor and published by Routledge. This book was released on 2016-02-26 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.
