On Investigating Children's Transition From Narrative to Expository Discourse: the Multidimensional Nature of Psychological Text Classification
Year: 2013
Type: book-chapter
Abstract: Recently, reading research has focused upon the relationship between text structure and information recalled (e.g., Mandler & Johnson, 1977 ; Marshall & Glock 1978–1979 ; Meyer, 1975 ) in an attempt to provide some insights into the reading comprehension process. Despite some progress in this venture, still more basic questions concerning the mechanisms or strategies underlying comprehension have been left unattended and unanswered. It has been argued ( Rumelhart, 1980 ; Smith, 1982 ; Spiro, 1980 ) that what people know about the world is necessarily related to their comprehension of a text. Nevertheless, most traditional definitions of categories defined in terms of logical conjunctions of discrete criterial attributes ( Bourne, 1968 ), have neither reflected this world-knowledge nor indicated how this world-knowledge might be utilized by readers. For example, F. Smith (1975 , 1982 ) has proposed that knowledge of categories, part “of the theory of the world in our heads,” enables readers to predict and hypothesize about meanings expressed in text. Yet it is difficult to speculate how these categories—in his view, defined in terms of criterial sets of features—become transformed into directive or predictive processing strategies in comprehension. Perhaps another view of categories may offer a more consistent way to explain the gap between readers' formation and knowledge of categories and the manner in which readers might process and comprehend them.
Source: Routledge eBooks
Author: Christine C. Pappas
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W1564988218