Author: Teun A. van Dijk
Publisher:
ISBN:
Category : Philosophy
Languages : en
Pages : 444

Get Book Here

Book Description

Author: Charles A. Weaver, III
Publisher: Routledge
ISBN: 1136482741
Category : Language Arts & Disciplines
Languages : en
Pages : 426

Get Book Here

Book Description
This volume is derived from presentations given at a conference hosted in Boulder, Colorado in honor of the 60th birthday of Walter Kintsch. Though the contents of the talks, and thus the chapters, varied widely, all had one thing in common -- they were inspired to some degree by the work of Walter Kintsch. When making plans for an edited book centered around this conference, the editors had a primary goal: to acknowledge the wide variety of researchers and research areas Kintsch had influenced. As a consequence, one of the more unusual elements of this volume is the diversity of the contributors. Researchers from six different countries contributed chapters to this book which is loosely organized around three main thrusts of Kintsch's work: * text-based representations that explain how meaning in a text is constructed, * situation models which represent what the text is about rather than what a text literally says, and * the construction-integration model, Kintsch's most recent work in discourse comprehension.

Author: Paul J Perry
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 138

Get Book Here

Book Description

Author: Rosalind Horowitz
Publisher: BRILL
ISBN: 9004653430
Category : Language Arts & Disciplines
Languages : en
Pages : 431

Get Book Here

Book Description
Written by respected researchers in their field, this book is about the skills beyond basic word recognition that are necessary for the processing and comprehension of spoken and written language. The major topics presented are as follows: language and text analysis; cognitive processing and comprehension; development of literacy; literacy and schooling; and, factors influencing listening and reading.

Author: Marie Annette Chesnick
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 232

Get Book Here

Book Description

Author: Danielle S. McNamara
Publisher: Psychology Press
ISBN: 1136679294
Category : Education
Languages : en
Pages : 524

Get Book Here

Book Description
First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Margaret Marie Rauch
Publisher:
ISBN:
Category :
Languages : en
Pages : 420

Get Book Here

Book Description

Author: English Teaching Information Centre
Publisher:
ISBN:
Category : Applied linguistics
Languages : en
Pages : 116

Get Book Here

Book Description

Author: Rolf A. Zwaan
Publisher: John Benjamins Publishing
ISBN: 9027222177
Category : Literary Criticism
Languages : en
Pages : 201

Get Book Here

Book Description
Given the fact that there are widely different types of text, it is unlikely that every text is processed in the same way. It is assumed here that for each text type, proficient readers have developed a particular cognitive control system, which regulates the basic operations of text comprehension. The book focuses on the comprehension of literary texts, which involves specific cognitive strategies that enable the reader to respond flexibly to the indeterminacies of the literary reading situation. The study relies heavily on methods and theoretical conceptions from cognitive psychology and presents the results of experiments carried out with real readers. The results are not only relevant to research problems in literary theory, but also to the study of discourse comprehension in general.

Author: Yves Joanette
Publisher: Springer Science & Business Media
ISBN: 1461232627
Category : Psychology
Languages : en
Pages : 248

Get Book Here

Book Description
Nonspecialists are often surprised by the issues studied and the perspectives assumed by basic scientific researchers. Nowhere has the surprise traditionally been greater than in the field of psychology. College students anticipate that their psychology courses will illuminate their personal problems and their friends' per sonalities; they are nonplussed to discover that the perception of geometric forms and the running ofT-mazes dominates the textbooks. The situation is comparable in the domain of linguistics. Nonprofessional observers assume that linguists study exotic languages, that when they choose to focus on their own language, they will examine the meanings of utterances and the uses to which language is put. Such onlookers are taken aback to learn that the learning of remote languages is a marginal activity for most linguists; they are equally amazed to discover that the lion's share of work in the discipline focuses on issues of syntax and phonol ogy, which are virtually invisible to the speaker of a language. Science moves in its own, often mysterious ways, and there are perfectly good reasons why experimental psychologists prefer to look at mazes rather than at madness, and why linguists study syntax rather than Sanskrit. Nonetheless, it is a happy event for all concerned when the interests of professionals and non specialists begin to move toward one another and a field of study comes to address the "big questions" as well as the experimentally most tractable ones. Discourse Ability and Brain Damage reflects this trend in scientific research.