Reading ComprehensionReading Comprehension

How do you think we read? How do you think we read?

How do you think we read? How do you think we read?

-memorizing words on the page-memorizing words on the page-extracting just the meanings of the -extracting just the meanings of the wordswords-playing a mental movie in our heads -playing a mental movie in our heads of what the text describesof what the text describes-some combination of these???-some combination of these???

An answer?An answer?

Evidence suggests that we can use Evidence suggests that we can use allall of these “codes” or levels of of these “codes” or levels of representation. However, some are representation. However, some are more important that others.more important that others.

Levels of RepresentationLevels of Representation

Surface level: Surface level: Memory for veridical Memory for veridical wording, typeface, color.wording, typeface, color.

Textbase: Textbase: Memory for the meaning of Memory for the meaning of words used in the text and their explicit words used in the text and their explicit relationsrelations

Macrostructure/Situation levelMacrostructure/Situation level: : Memory for the “gist” can include Memory for the “gist” can include information that wasn’t even in the text.information that wasn’t even in the text.

Word IdentificationWord Identification

Direct accessDirect access: Use visual : Use visual representation to identify. See word representation to identify. See word go directly to “meaning dictionary” go directly to “meaning dictionary” lexicon.lexicon.

E.g., DOG- access without sounding it E.g., DOG- access without sounding it outout

Word IdentificationWord Identification

Direct accessDirect access: Use visual representation : Use visual representation to identify. See word go directly to to identify. See word go directly to “meaning dictionary” lexicon.“meaning dictionary” lexicon.

E.g., DOG- access without sounding it outE.g., DOG- access without sounding it out Problem with this view: SLOM can not be Problem with this view: SLOM can not be

accessed because this letter string is not accessed because this letter string is not in our lexicon.in our lexicon.

Word IdentificationWord Identification

Indirect accessIndirect access: use a words sound to identify it.: use a words sound to identify it. See word and sound it out using grapheme-to-See word and sound it out using grapheme-to-

phoneme correspondence (GPC) rules. phoneme correspondence (GPC) rules. Slom can be said using this method.Slom can be said using this method.

Dual accessDual access: We use both direct and indirect : We use both direct and indirect methods.methods.

Familiar words use direct access.Familiar words use direct access. Unknown/uncommon words (Slom) use indirect access. Unknown/uncommon words (Slom) use indirect access.

Horse race modelHorse race model (Rayner and Pollatsek, 1989) we (Rayner and Pollatsek, 1989) we use both at the same time. One gets there faster.use both at the same time. One gets there faster.

Beyond the Word Beyond the Word (Discourse)(Discourse)

Propositional representationsPropositional representations: A collection of : A collection of conceptual nodes labeled by pathways, where the entire conceptual nodes labeled by pathways, where the entire structure represents the meaning of the sentence. structure represents the meaning of the sentence.

Strength of this type of representationStrength of this type of representation: Reflects : Reflects the meanings of sentences but is not sensitive to the meanings of sentences but is not sensitive to changes in surface features (e.g., paraphrases).changes in surface features (e.g., paraphrases).

EvidenceEvidence: Kintsch (1974): Kintsch (1974)The crowded passengers squirmed uncomfortably. (2 The crowded passengers squirmed uncomfortably. (2 propositions)propositions)The horse stumbled and broke a leg. (3 propositions)The horse stumbled and broke a leg. (3 propositions)

Discourse StructuresDiscourse Structures

Kintsch and van dijk’s Model:Kintsch and van dijk’s Model: Posits a Posits a distinction between Microstructure and distinction between Microstructure and Macrostructure.Macrostructure.

MicrostructureMicrostructure: The level of discourse in which : The level of discourse in which propositions (smallest unit of meaning that can propositions (smallest unit of meaning that can have a truth-value) are linked together. have a truth-value) are linked together.

Propositions have two elements: Propositions have two elements: Argument (concept) usually a noun or some objectArgument (concept) usually a noun or some object Predicate (focus) usually a verb or some relational Predicate (focus) usually a verb or some relational

termterm

Discourse StructuresDiscourse Structures

MacrostructureMacrostructure: The gist of the text (what : The gist of the text (what we walk away from the text remembering). we walk away from the text remembering).

Primary goal of this model is to explain the Primary goal of this model is to explain the coherence of a text (i.e., how well a text coherence of a text (i.e., how well a text makes sense). Coherence is achieved by an makes sense). Coherence is achieved by an overlap of arguments in propositions.overlap of arguments in propositions.

This model also accounts for the “bottle This model also accounts for the “bottle neck” of STM. We process in cycles where neck” of STM. We process in cycles where the most recent and most important the most recent and most important propositions are kept active.propositions are kept active.

Kintsch’s CI TheoryKintsch’s CI Theory

Construction Integration ModelConstruction Integration Model Readers break down text into propositionsReaders break down text into propositions Understanding the text is the process of Understanding the text is the process of

linking propositions together into a linking propositions together into a coherence graph (this is the microstructure)coherence graph (this is the microstructure)

The macrostructure is then built, which The macrostructure is then built, which consists of prior real-world knowledge consists of prior real-world knowledge (schema) and an edited version of the (schema) and an edited version of the microstructure.microstructure.

Kintsch’s CI Theory Kintsch’s CI Theory continuedcontinued

Problems w/ the modelProblems w/ the model:: Too many details of the processes Too many details of the processes

(forming propositions) are not well (forming propositions) are not well worked outworked out

Understanding a text (coherence) is Understanding a text (coherence) is more than simply linking a series of more than simply linking a series of propositions.propositions.

An Alternative View to An Alternative View to Propositions: Perceptual Propositions: Perceptual

Symbols (Barsalou, Glenberg, Symbols (Barsalou, Glenberg, Zwaan)Zwaan)

The amodal argumentThe amodal argument Readers understand the text as if Readers understand the text as if

they are in the story world they are in the story world (embodiment). Propositional theories (embodiment). Propositional theories don’t capture this. don’t capture this.

In this case understanding text is the In this case understanding text is the process (re)activating parts of the process (re)activating parts of the brain associated with experiences.brain associated with experiences.