The effects of readers' goals on inference generation and memory for texts.
about
Age differences in the effects of conceptual integration training on resource allocation in sentence processingSelf-regulated reading in adulthoodReading Into the Future: Competence for the 21st CenturyWhat do we mean by prediction in language comprehension?Aging and self-regulated language processing.The Interplay of Reader Goals, Working Memory, and Text Structure During ReadingStarting from scratch and building brick by brick in comprehension.Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyeloceleDepending on My Mood: Mood-Driven Influences on Text Comprehension.Adult age differences in the effects of goals on self-regulated sentence processingText comprehension products and processes in young, young-old, and old-old adultsInferencing processes after right hemisphere brain damage: effects of contextual bias.The role of textual semantic constraints in knowledge-based inference generation during reading comprehension: A computational approach.The role of working memory in inferential sentence comprehension.Re-appreciating the why of cognition: 35 years after marr and poggio.Discourse processing-examining our everyday language experiences.Linguistic Markers of Inference Generation While Reading.When Fiction Is Just as Real as Fact: No Differences in Reading Behavior between Stories Believed to be Based on True or Fictional Events.Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension.Examining the validity of self-reports on scales measuring students' strategic processing.Seeing photos makes us read between the lines: the influence of photos on memory for inferences.Assessing school-aged children's inference-making: the effect of story test format in listening comprehension.Hemispheric processing of predictive inferences: the influence of reading goals and textual constraint.Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes.Processing of situational information in story problem texts. An analysis from on-line measures.Questioning and reading goals: information-seeking questions asked on scientific texts read under different task conditions.Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text.Processing and memory of information presented in narrative or expository texts.Revising what readers know: updating text representations during narrative comprehension.Strategic influence on the time course of predictive inferences in reading.History as narrative: the nature and quality of historical understanding for students with LD.Attentional focus affects how events are segmented and updated in narrative reading.Effects of text-belief consistency and reading task on the strategic validation of multiple texts
P2860
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P2860
The effects of readers' goals on inference generation and memory for texts.
description
2001 nî lūn-bûn
@nan
2001年の論文
@ja
2001年学术文章
@wuu
2001年学术文章
@zh
2001年学术文章
@zh-cn
2001年学术文章
@zh-hans
2001年学术文章
@zh-my
2001年学术文章
@zh-sg
2001年學術文章
@yue
2001年學術文章
@zh-hant
name
The effects of readers' goals on inference generation and memory for texts.
@en
The effects of readers' goals on inference generation and memory for texts.
@nl
type
label
The effects of readers' goals on inference generation and memory for texts.
@en
The effects of readers' goals on inference generation and memory for texts.
@nl
prefLabel
The effects of readers' goals on inference generation and memory for texts.
@en
The effects of readers' goals on inference generation and memory for texts.
@nl
P2093
P356
P1433
P1476
The effects of readers' goals on inference generation and memory for texts.
@en
P2093
M Gustafson
P van den Broek
T Linderholm
P2888
P304
P356
10.3758/BF03206376
P577
2001-12-01T00:00:00Z
P6179
1052136945