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Calloway RC, Helder A, Perfetti CA. A measure of individual differences in readers' approaches to text and its relation to reading experience and reading comprehension. Behav Res Methods 2023; 55:899-931. [PMID: 35505178 DOI: 10.3758/s13428-022-01852-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/27/2022] [Indexed: 11/08/2022]
Abstract
Readers have different motivations and approaches to text that covers a range of topics and difficulty levels. We introduce the concept of readers' approaches to text to establish a link between motivational and cognitive aspects of reading comprehension. Study 1 describes the development of a self-report measure of readers' approaches to text with a community sample. An exploratory factor analysis revealed that The Readers' Approaches to Text Questionnaire (TReAT-Q) had four subscales: (1) intrinsic goals, (2) extrinsic goals and strategies, (3) effort at understanding, and (4) avoidance of text difficulty. Aside from avoidance of text difficulty, these factors predicted adults' reading experience above and beyond the related, but more general, measure of need for cognition. A confirmatory factor analysis on TReAT-Q in Study 2 revealed that all subscales except effort at understanding contributed to a readers' approaches to text latent construct for college students. A subsequent structural equation model (SEM) evaluating a cognitive model of reading comprehension showed that college students' TReAT-Q scores predicted reading comprehension through an indirect pathway, mediated by reading experience and vocabulary knowledge. Readers who enjoy reading and deploy reading strategies to meet a desired level of understanding tend to have more reading experiences. The SEM also demonstrated the mediating role of vocabulary knowledge in text comprehension by linking reading experience and reading comprehension. Extending beyond measures of motivation, TReAT-Q incorporates the positive and negative approaches readers have to texts, which is fundamental for assessing what readers gain from their reading experiences that assists reading comprehension.
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Affiliation(s)
- Regina C Calloway
- Institute for Systems Research, University of Maryland, College Park, MD, USA.
- Center for the Comparative and Evolutionary Biology of Hearing, University of Maryland, College Park, MD, USA.
| | - Anne Helder
- Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands
| | - Charles A Perfetti
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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2
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Guan CQ, Meng W. Facilitative Effects of Embodied English Instruction in Chinese Children. Front Psychol 2022; 13:915952. [PMID: 35911001 PMCID: PMC9331189 DOI: 10.3389/fpsyg.2022.915952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 06/16/2022] [Indexed: 11/13/2022] Open
Abstract
Research into the lexical quality of word representations suggests that building a strong sound, form, and meaning association is a crucial first step for vocabulary learning. For children who are learning a second language (L2), explicit instruction on word morphology is generally more focused on whole word, rather than sub-lexical, meaning. Though morphological training is emphasized in first language (L1) vocabulary instruction, it is unknown whether this training facilitates L2 word learning through sub-lexical support. To test this, we designed three experimental learning conditions investigating embodied morphological instruction [i.e., hand writing roots (HR), dragging roots (DR), gesturing roots (GR)] to compare against a control condition. One hundred students were randomly assigned to the four experimental groups. Pre- and post-tests examining knowledge of word meanings, forms, and sounds were administered. Results of mixed linear modeling revealed that three embodied morphological instruction on roots enhanced L2 vocabulary learning. Hand writing roots facilitated sound-meaning integration in all category-tasks for accessibility to word form and one task for word sound-form association. By contrast, GR facilitated meaning-based learning integration in two out of three category tasks for word form-meaning association. Chunking and DR facilitated meaning-based integration in one out of three category tasks for word form-meaning association. These results provide evidence that the underlying embodied morphological training mechanism contributes to L2 vocabulary learning during direct instruction. Future directions and implications are discussed.
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Affiliation(s)
- Connie Qun Guan
- School of Foreign Studies, Beijing Language and Culture University, Beijing, China
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
- *Correspondence: Connie Qun Guan,
| | - Wanjin Meng
- Department of Moral, Psychological and Special Education, China National Institute of Education Sciences, Beijing, China
- Wanjin Meng,
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Hessel AK, Schroeder S. Interactions Between Lower- and Higher-Level Processing When Reading in a Second Language: An Eye-Tracking Study. DISCOURSE PROCESSES 2020. [DOI: 10.1080/0163853x.2020.1833673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Annina K. Hessel
- Department of Educational Psychology, University of Goettingen, Göttingen, Germany
| | - Sascha Schroeder
- Department of Educational Psychology, University of Goettingen, Göttingen, Germany
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Perfetti C, Helder A. Incremental Comprehension Examined in Event-related Potentials: Word-to-Text Integration and Structure Building. DISCOURSE PROCESSES 2020. [DOI: 10.1080/0163853x.2020.1743806] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Charles Perfetti
- Learning Development and Research Center, University of Pittsburgh, USA
| | - Anne Helder
- Institute for Education and Child Studies, Leiden University, the Netherlands
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5
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Yang CL, Perfetti CA, Tan LH, Jiang Y. ERP indicators of L2 proficiency in word-to-text integration processes. Neuropsychologia 2018; 117:287-301. [PMID: 29879422 DOI: 10.1016/j.neuropsychologia.2018.06.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2017] [Revised: 05/31/2018] [Accepted: 06/02/2018] [Indexed: 10/14/2022]
Abstract
Studies of bilingual proficiency have largely focused on word and sentence processing, whereas the text level has received relatively little attention. We examined on-line second language (L2) text comprehension in relation to L2 proficiency with ERPs recorded on critical words separated across a sentence boundary from their co-referential antecedents. The integration processes on the critical words were designed to reflect different levels of text representation: word-form, word-meaning, and situational level (Kintsch, 1998). Across proficiency level, bilinguals showed biphasic N400/late positive component (LPC) effects related to word meaning integration (N400) and mental model updating (LPC) processes. More proficient bilinguals, compared with less proficient bilinguals, showed reduced amplitudes in both N400 and LPC when the integration depended on semantic and conceptual meanings. When the integration was based on word repetitions and inferences, both groups showed reduced N400 negativity while elevated LPC positivity. These effects reflect how memory mechanisms (processes and resources) support the tight coupling among word meaning, readers' memory of the text meaning and the referentially-specified meaning of the text. They further demonstrate the importance of L2 semantic and conceptual processing in modulating the L2 proficiency effect on L2 text integration processes. These results align with the assumption that word meaning processes are causal components in variations of comprehension ability for both monolinguals and bilinguals.
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Affiliation(s)
- Chin Lung Yang
- Laboratory of Theoretical Psycholinguistics, Department of Linguistics and Modern Languages, Faculty of Arts, Chinese University of Hong Kong, Hong Kong.
| | - Charles A Perfetti
- Learning, Research and Development Center, University of Pittsburgh, PA, USA
| | - Li-Hai Tan
- Shenzhen University Health Science Center, Shenzhen, China
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6
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Stafura JZ, Perfetti CA. Integrating word processing with text comprehension. STUDIES IN WRITTEN LANGUAGE AND LITERACY 2017. [DOI: 10.1075/swll.15.02sta] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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7
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Chen L, Fang X, Perfetti CA. Word-to-text integration: ERP evidence for semantic and orthographic effects in Chinese. JOURNAL OF NEUROLINGUISTICS 2017; 42:83-92. [PMID: 28670097 PMCID: PMC5486997 DOI: 10.1016/j.jneuroling.2016.11.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Although writing systems affect reading at the level of word identification, one expects writing system to have minimal effects on comprehension processes. We tested this assumption by recording ERPs while native Chinese speakers read short texts for comprehension in the word-to-text integration (WTI) paradigm to compare with studies of English using this paradigm. Of interest was the ERP on a 2-character word that began the second sentence of the text, with the first sentence varied to manipulate co-reference with the critical word in the second sentence. A paraphrase condition in which the critical word meaning was coreferential with a word in the first sentence showed a reduced N400 reduction. Consistent with results in English, this N400 effect suggests immediate integration of a Chinese 2-character word with the meaning of the text. Chinese allows an additional test of a morpheme effect when one character of a two-character word is repeated across the sentence boundary, thus having both orthographic and meaning overlap. This shared morpheme condition showed no effect during the timeframe when orthographic effects are observed (e.g. N200), nor did it show an N400 effect. However, character repetition did produce an N400 reduction on parietal sites regardless it represented the same morpheme or a different one. The results indicate that the WTI integration effect is general across writing systems at the meaning level, but that the orthographic form nonetheless has an effect, and is specifically functional in Chinese reading.
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Affiliation(s)
- Lin Chen
- School of Foreign Languages, Sun Yat-sen University, Guangzhou 510275, China
| | - Xiaoping Fang
- Learning Research and Development Center, University of Pittsburgh, PA 15260, USA
| | - Charles A. Perfetti
- Learning Research and Development Center, University of Pittsburgh, PA 15260, USA
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Hunter CR. Is the time course of lexical activation and competition in spoken word recognition affected by adult aging? An event-related potential (ERP) study. Neuropsychologia 2016; 91:451-464. [DOI: 10.1016/j.neuropsychologia.2016.09.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2016] [Revised: 09/05/2016] [Accepted: 09/07/2016] [Indexed: 10/21/2022]
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Aboud KS, Bailey SK, Petrill SA, Cutting LE. Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs. Dev Sci 2016; 19:632-56. [PMID: 27147257 PMCID: PMC4945471 DOI: 10.1111/desc.12422] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Accepted: 01/18/2016] [Indexed: 12/01/2022]
Abstract
Skilled reading depends on recognizing words efficiently in isolation (word-level processing; WL) and extracting meaning from text (discourse-level processing; DL); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as unique regions for DL processing; however, less is known about how WL and DL processes interact. Here we examined functional connectivity from seed regions derived from where BOLD signal overlapped during word and passage reading in 38 adolescents ranging in reading ability, hypothesizing that even though certain regions support word- and higher-level language, connectivity patterns from overlapping regions would be task modulated. Results indeed revealed that the left-lateralized semantic and working memory (WM) seed regions showed task-dependent functional connectivity patterns: during DL processes, semantic and WM nodes all correlated with the left angular gyrus, a region implicated in semantic memory/coherence building. In contrast, during WL, these nodes coordinated with a traditional WL area (left occipitotemporal region). In addition, these WL and DL findings were modulated by decoding and comprehension abilities, respectively, with poorer abilities correlating with decreased connectivity. Findings indicate that key regions may uniquely contribute to multiple levels of reading; we speculate that these connectivity patterns may be especially salient for reading outcomes and intervention response.
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Affiliation(s)
| | - Stephen K. Bailey
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | | | - Laurie E. Cutting
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
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Britt MA, Kopp KJ, Durik AM, Blaum D, Hastings P. Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2016. [DOI: 10.1024/1010-0652/a000173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Das Verständnis und die Evaluation von Argumenten: Zur Rolle allgemeiner kognitiver Fähigkeiten Zusammenfassung. Personen, denen die notwendigen Fähigkeiten für die korrekte Bewertung von Argumenten fehlen, ziehen ein Leben lang daraus Nachteile. Forschungsbefunde zeigen, dass einfache Tutorien für viele Studierende (ca. 30 %) keinen Nutzen bringen. Wir berichten Daten zur Frage, wie sich durch allgemeine Fähigkeiten (z. B. Vokabelwissen, Leseverständnis, analytisches Schlussfolgern) das Erlernen der Argumentevaluation vorhersagen lässt. In Studie 1 konnte gezeigt werden, dass – obwohl alle drei kognitiven Fähigkeiten einige Aspekte von Argumentverständnis und Evaluationsfähigkeit vorhersagen – das Vokabelwissen sowohl die Argumentationsfähigkeit und nicht durch das Wissen um die Bedeutung einer spezifischen Aussage, die in der Aufgabe gestellt wurde, erklärt. Die Ergebnisse zeigen auf, dass der gezielte Einsatz von Vokabelwissen und allgemeiner lexikalischer Qualität diesen Studierenden, die nicht von einem einfachen Tutorium profitieren, helfen könnte.
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Affiliation(s)
| | | | | | - Dylan Blaum
- Northern Illinois University, DeKalb, IL, USA
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Stafura JZ, Rickles B, Perfetti CA. ERP evidence for memory and predictive mechanisms in word-to-text integration. LANGUAGE, COGNITION AND NEUROSCIENCE 2015; 30:1273-1290. [PMID: 27110578 PMCID: PMC4840467 DOI: 10.1080/23273798.2015.1062119] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
During reading, word-to-text integration processes proceed quickly and incrementally through both prospective (predictive) and retrospective (memory) processes. Across a sentence boundary, where prediction may be less functional, memorial processes may be especially important. We tested predictive and memory mechanisms with event-related potentials (ERPs) recorded on the first content word across a sentence boundary by manipulating the direction of association between this word and one from the preceding sentence. For comparison with this text comprehension (TC) task, we tested these same word pairs in a word meaning judgment (MJ) task. In both tasks we found reduced N400 amplitudes over central scalp electrodes when the two words were either forward-associated (FA) or backward-associated (BA), relative to task-specific baseline conditions. In the MJ task, FA pairs produced a greater reduction in the N400 reduction than BA pairs over right parietal areas. However, in the TC task, BA pairs produced a greater N400 reduction than FA pairs over left parietal electrodes. A temporal principal component analysis of TC and MJ data showed a component reflecting the central N400. Additional components from TC data reflected FA-BA differences during early (N200) and late (parietal N400 and LPC) phases of processing. Comprehension skill predicted association effects in the MJ task, especially FA, and the BA central N400 effects in the TC task. The results demonstrate that, beyond N400 indicators of prediction effects, ERPs reflect the role of memory processes in word-to-text integration across sentences, part of a dynamic interplay between anticipatory and memorial processes that support comprehension.
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Affiliation(s)
- Joseph Z Stafura
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260; Center for the Neural Basis of Cognition, Pittsburgh, PA
| | - Benjamin Rickles
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260
| | - Charles A Perfetti
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260; Center for the Neural Basis of Cognition, Pittsburgh, PA
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