Comprehenders generate expectations about upcoming lexical items in language processing using various types of contextual information. However, a number of studies have shown that argument roles do not impact neural and behavioral prediction measures. Despite these robust findings, some prior studies have suggested that lexical prediction might be…

Educational societies encountered rapid development in all fields of knowledge, assisted by the invention of new technologies and development of linguistic systems. Over time, researchers contribute to design well known instructional models such as traditional-based and inquiry-based models. However, the previous literature investigations showed…

The RI-Val model of comprehension includes a validation process in which linkages formed by integration are matched against active memory. In five experiments, we investigated factors that influence validation. Reading times were measured on target sentences that contained either correct information or semantically related, but incorrect content.…

Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and…

We introduce a special issue featuring four theoretical models of multiple text comprehension. We present a central framework for conceptualizing the four models in this special issue. Specifically, we chart the models according to how they consider learner, texts, task, and context factors in explaining multiple text comprehension. In addition,…

With use of self-assessment (SA) of young language learners on the rise, educators of young learners often want to know what SA captures and how best to use it in order to assist their students' learning. This study focuses on understanding how young learners' processes for responding to SA items differ by age and by context of implementation…

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading:…

The Common Core State Standards represent the first standards document to address whether students are able to read progressively more complex texts as they progress across the grades. This article gives an overview of the three components of the model of text complexity that were identified in Appendix A of the Standards and also were the basis…

In this study, we investigated how people deal with irrelevant contextual information during speech production. Two main models have been proposed. WEAVER++ assumes that irrelevant information is removed from the production system by an early blocking mechanism. On the other hand, the response exclusion hypothesis assumes a blocking mechanism that…

Normative word frequency and context variability affect memory in a range of episodic memory tasks and place constraints on theoretical development. In four experiments, we independently manipulated the word frequency and context variability of the targets (to-be-generated items) and cues in a cued recall paradigm. We found that high frequency…

This article investigates the contextual components utilized to convey sarcastic verbal irony, testing whether theoretical components deemed as necessary for creating a sense of irony are, in fact, necessary. A novel task was employed: Given a set of statements that out of context were not rated as sarcastic, participants were instructed to either…

Students' self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased…

Background: The social and medical models of disability configure the relationship between disability and impairment differently. Neither of these models has provided a comprehensive theoretical or practical basis for talking about intellectual disability (ID). Models that emphasise the interactive nature of disability appear to be more promising.…

Research Findings: The purpose of this study was to examine differences in the development of conflict management strategies, focusing on 3- and 5-year-olds, through a comparison of 3 neighboring Asian cultures, those of China (n = 114), Japan (n = 98), and Korea (n = 90). The dual concern model of conflict management was adopted to probe which…

Functions provide powerful tools for describing change, but research has shown that students find difficulty in using functions to create and interpret models of changing phenomena. In this study, we drew on a models and modeling perspective to design an instructional approach to develop students' abilities to describe and interpret rates of…