In a modification of the sentence-picture comprehension task (Chase & Clark, 1972), 70 university undergraduates verified sentence-picture pairs. The findings limit the generalizability of any linguistic comparison model; two different comprehension strategies were used consistently by different subjects, whose choices of strategy were predictable…

Investigates the relationship between memory for prose and the structural characteristics of the semantic representation proposed by Kintsch. Results extend the generality of Kintsch's model across a wide range of ages, and indicate that a proposition is more likely to be recalled when its superordinate is also recalled. (EJS)

An experiment is described that involved presenting sentences to the subject for study and then testing single words for recognition (the subject had to decide whether the test word was in one of the study sentences). A large priming effect was obtained. (Author/RM)

Investigates the relationships between levels of cognitive complexity and three levels (graphic, formal, and inferred) of modeling complexity in community college students. (GA)

French sentences with a long ambiguous word just before a target phoneme led to faster reaction times than did sentences with a short unambigous word just before the target phoneme. (Author/SW)

How a child answers questions provides information about how he or she processes input. A child's early responses to questions at age one year, three months, were compared to her responses at one year, seven months, when she was in the two-word stage. (SW)

Twelve one-word-stage children were given minimally contrasting two-word instructions. Since non-linguistic cues were eliminated, comprehension involved making non-syntactic inferences from the word combinations. The children could respond correctly to some of the instructions, and even carried out some unfamiliar activities. (Author/SW)

This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)

Reviews past research and cites new research which suggest that subscores on reading comprehension tests really test the same thing and thus are not useful for diagnosing ability in skill areas. (MKM)

This research investigates the role of speech recoding, particularly its relationship to meaning analysis during reading. Experiment I documents a speech processing conflict; Experiment II analyzes this conflict; and Experiment III demonstrates contributions of speech and meaning processes to reading memory. Results are related to three classes of…

Research has uncovered the underlying processes of reading. Research on three of these processes is reviewed: (1) elucidating a general model of reading; (2) developing word recognition accuracy and efficiency; and (3) improving comprehension through the training of text processing and through enhancement of vocabulary and background knowledge.…

Provides evidence for the utility of schema-based frameworks which assume that schemas and scripts organize information, aid in comprehension, and guide information retrieval. (FL)

The effect of the location, in picture or text, of spatial, contextual, and operational information on comprehension was evaluated. Results showed that textual presentation of spatial information produced fewer errors, pictorial presentation reduced performance times, and pictorial presentation of contextual information reduced assembly times and…

Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)