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Slevc, L. Robert – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The role of working memory (WM) in sentence comprehension has received considerable interest, but little work has investigated how sentence production relies on memory mechanisms. Three experiments investigated speakers' tendency to produce syntactic structures that allow for early production of material that is accessible in memory. In Experiment…
Descriptors: Sentences, Short Term Memory, Experiments, Memory
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Lakusta, Laura; Landau, Barbara – Cognitive Science, 2012
When people describe motion events, their path expressions are biased toward inclusion of goal paths (e.g., into the house) and omission of source paths (e.g., out of the house). In this paper, we explored whether this asymmetry has its origins in people's non-linguistic representations of events. In three experiments, 4-year-old children and…
Descriptors: Memory, Linguistics, Motion, Experiments
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Ferreira, Victor S.; Hudson, Melanie – Language and Cognitive Processes, 2011
Previous evidence suggests that when speakers produce sentences from memory or as picture descriptions, their choices of sentence structure are influenced by how easy it is to retrieve sentence material (accessibility). Three experiments assessed whether this pattern holds in naturalistic, interactive dialogue. Pairs of speakers took turns asking…
Descriptors: Sentences, Sentence Structure, Memory, Social Influences
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Francoz, Marion Joan – College English, 1999
Discusses the controversy of mistrusting memory. Considers how the body gives form to memorial categories whose manifestation emerges in the metaphors of everyday use. Shows that the conception of memory model bears no relationship to a faculty that the brain sciences now conceive as a dynamic maker of meaning defined by temporality and…
Descriptors: Higher Education, Memory, Metaphors, Semantics
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Anderson, Richard C.; Ortony, Andrew – Cognitive Psychology, 1975
Comprehension of a sentence entails constructing a particularized and elaborated mental representation, and this process depends more heavily on knowledge of the world and analysis of context than is generally appreciated. Existing associative or semantic network theories would be strained to accomodate this data. (Author/BJG)
Descriptors: Association (Psychology), Cognitive Processes, Context Clues, Higher Education
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Gamst, Glenn – Discourse Processes, 1982
Examines the extent to which the structure of simple conversations influences the subsequent memorability of dialogues. (FL)
Descriptors: Discourse Analysis, Higher Education, Interpersonal Competence, Language Research
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Hummel, Robert D. – Unterrichtspraxis, 1976
This paper demonstrates how attention to developmental skills at every stage of language instruction enhances mastery of specific structural targets. A college German course in which a high degree of reading comprehension is the objective is used; Modified-Adjective Construction is the specific structural target. (CHK)
Descriptors: Adjectives, German, Higher Education, Language Instruction
Eisner, Elliot W. – National Forum: Phi Kappa Phi Journal, 1988
Without opportunities to acquire multiple forms of literacy, children will be handicapped in their ability to participate in the legacies of their culture. The forms in which thinking occurs should not be subjected to the status differences and inequities of society. (MLW)
Descriptors: Abstract Reasoning, Cognitive Processes, Concept Formation, Curriculum Development
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Coirier, Pierre; Favart, Monik; Chanquoy, Lucile – European Journal of Psychology of Education, 2002
The goal of this study was to analyze the development of the relationship between conceptual and linguistic processes as regards idea ordering and structuring (linearizing), when composing a text. Participants (from 7th graders to University students) were required to compose a text using a list of eleven scrambled ideas. Conceptual rules allow to…
Descriptors: Text Structure, Linguistics, Models, Cluster Grouping
Zimmer, John W. – 1978
In an analysis of a processing activities model of memory applied to connected discourse, 206 college students assigned to eight conditions in two studies evidenced significantly greater recall when provided with semantic level tasks than either surface feature analysis or reading control (intentional and incidental) conditions. Additionally,…
Descriptors: Advance Organizers, Connected Discourse, Higher Education, Learning Processes
Sternglass, Marilyn S. – 1979
Combining concepts of cognitive theory with those of rhetoric and linguistics can help writing teachers understand the kinds of activities that will enable basic writers to produce syntactic constructions appropriate for the content they have generated. A review of research studies of sentence combining, syntactic constructions, grammatical…
Descriptors: Higher Education, Kernel Sentences, Language Processing, Memory
Wisher, Robert A. – 1977
This paper discusses a study designed to evaluate the use of semantic and syntactic expectations in reading. Sixteen college-student subjects, measured for reading proficiency by the Nelson-Denny Reading Test, were divided equally into a fast-reading group (350-450 words per minute) and an average-speed reading group (200-275 words per minute).…
Descriptors: College Students, Connected Discourse, Context Clues, Decoding (Reading)
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1979
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention…
Descriptors: Abstracts, Annotated Bibliographies, Beginning Reading, Connected Discourse
Fischer, Robert A. – 1978
Proponents of the cognitive approach to language teaching list linguistic competence as the primary instructional objective and attribute considerable importance to listening comprehension. For the student, linguistic competence would be knowledge of grammatical components of the language and its vocabulary. Understanding oral messages is an…
Descriptors: Audiolingual Skills, Cognitive Objectives, Cognitive Processes, Communicative Competence (Languages)