Sentence comprehension and grammaticality judgment were studied in 10 healthy subjects and 10 agrammatic aphasic stroke patients. The latter were able to make grammaticality and comprehension judgments, but less accurately. Results indicated that such judgments are made using different processes and/or operate on different aspects of language…

Highlights ways in which standard information processing models of language, and specifically of reading, are deficient. Deficiencies are considered under four headings: (1) theoretical rigour, (2) the interaction of different levels of information during reading; (3) the parallel nature of much of human information processing, and (4) reading…

In this study, three- to five-year-olds viewed an eight-minute version of the program "Diff'rent Strokes" and then were asked to reenact the story with dolls and props. Analyses of their versions showed that 70 percent of the children comprehended most of the event clusters of the program. (PD)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

A cued recall procedure was employed to assess the effectiveness of implicit and explicit word prompts for sentence memory in children. The implicit cues were much less effective than the explicit cues for 6-7 year olds while the cue types did not differ for 11-12 year olds. (Author/DEP)

How do you know when students understand something? How can you design learning experiences that make it much more likely that students understand content and apply it in meaningful ways? Since 1998, thousands of educators have used "Understanding by Design" to answer these questions and create more rigorous and engaging curricula. Now, this…

Study investigated the nature of the information that is available to Ss when they have comprehended linguistic materials. (Authors)

In the experiments reported here grammaticalness and meaningfulness were found to be of much greater significance than word frequency, interword association or syntactic frame in the comprehension of deviant sentences. (Author/FWB)

Principles of cognitive psychology are used to explain the reading comprehension process. More effective diagnosis and solution of reading problems can be made by understanding the many factors involved and using a broad conceptual model, including internal and external influences, to pinpoint difficulties. (Author/CJ)

Twenty female and 20 male college students studied a passage in quiet surroundings or while listening to preferred music and then either relaxed or read unrelated material. Reading comprehension of the passage was facilitated by silent study for subjects who seldom listen to music and by poststudy relaxation. (Author)

Argues that, although Piaget's seminal work on children's use of intention and consequence information to make moral evaluations has spawned a substantial amount of research, progress in this area has been hampered by serious conceptual and methodological problems. Offers some methodological guidelines for conducting research in this area.…

Third- and fifth-grade children's abilities to make inferences in the context of reading and understanding a lengthy story were examined. The most critical result was that the younger, but not the older children, made fewer inferences when the component premises for an inference were located in separate paragraphs than when they occurred in the…

Summarizes the findings of Perry Thorndyke's investigation of knowledge acquisition from newspaper stories. (DD)