The Importance of Studying the Role of the Modality of Presentation of Discourse in the Generation of Causal Inferences
DOI:
https://doi.org/10.17533/udea.rp.23387Keywords:
nference Generation, Discourse Comprehension, Causal Connections, Necessary and Optional Inferences, Written Discourse, Spoken DiscourseAbstract
The purpose of this paper is to present a selection of topics that have been approached in the investigation of the generation of causal inferences in the comprehension of written discourse, and to describe preliminary studies that have began to approach its role in the comprehension of spoken discourse. With this aim, I will present studies that have focused on the generation of necessary and optional inferences, and will emphasize the generation of inferences that involve the establishment of causal connections among statements in the comprehension of written discourse. In addition, I will present studies that have begun to explore the role of the generation of these inferences in the comprehension of spoken discourse.
Downloads
References
Ackerman, B; Silver, D. & Glickman, I (1990). Concept availability in the causal inferences of children and adults. Child Development, 61, 230-246. DOI: https://doi.org/10.1111/j.1467-8624.1990.tb02775.x
Barreyro, J.P., Cevasco, J., Burín, D., & Molinari Ma-rotto, C. (2012). Working memory capacity and individual differences in the generation of re-instatement and elaborative inferences. Spanish Journal of Psychology, 15, 471-479. DOI: https://doi.org/10.5209/rev_SJOP.2012.v15.n2.38857
Calvo, M.G. (2001). Working memory and inferences: Evidence from eye fixations during reading. Memory, 9, 365-381. DOI: https://doi.org/10.1080/09658210143000083
Cevasco, J. (2009). The Role of Connectives in the Com-prehension of Spontaneous Spoken Discourse. The Spanish Journal of Psychology, 12(1), 56–65. DOI: https://doi.org/10.1017/S1138741600001475
Cevasco, J. & Marmolejo-Ramos, F. (2013). The Im-portance of Studying the Role of Prosody in the Comprehension of Spontaneous Spoken Dis-course. Revista Latinoamericana de Psicología,45(1), 21-33.
Cevasco, J, van den Broek, P (2008). The Importance of Causal Connections in the Comprehension of Spontaneous Spoken Discourse. Psicothema, 20, 801-806.
Cevasco, J. & van den Broek, P. (2013a). Studies on the Establishment of ConnectionsAmong Spoken Sta-tements: What Can They Contribute to the Pro-motion of Students’ Construction Of A Coherent Discourse Representation? Psicología Educativa,19(2), 67-74. DOI: https://doi.org/10.1016/S1135-755X(13)70012-5
Cevasco, J. & van den Broek, P. (2013b). The Role of Adversative Connectives and Causal Connec-tions in the Recall and Recognition of Written and Spoken Discourse. Poster presentado en la 22nda Reunión Annual de la Societyfor Text and Discourse. Valencia: España.
Chafe, W. (1994). Discourse, Consciousness and Time.Chicago: University of Chicago Press.
Corbett, A.T. & Dosher, B.A. (1978). Instrument Infe-rences in Sentence Encoding.Journal of Verbal Learning and Verbal Behavior, 17, 479-491. DOI: https://doi.org/10.1016/S0022-5371(78)90292-X
Duque-Aristizábal, C. & Correa, M. (2012). Inferen-cias sobre un texto narrativo en contextos de interacción en la educación inicial.Universitas Psychologica, 11(2), 559-570. DOI: https://doi.org/10.11144/Javeriana.upsy11-2.itnc
Estévez, A. & Calvo, M.G. (2000). Working Memory Capacity and Time Course of Predicive Inference. Memory, 8, 51-61. DOI: https://doi.org/10.1080/096582100387704
Ferreira, F., & Anes, M. (1994). Why Study Spoken Language Processing? In M. Gernsbacher (Ed.), “Handbook of Psycholinguistics. San Diego, CA: Academic Press.
Fox Tree, J.E. (1995). The Effects of False Starts and Re-petitions on the Processing of Subsequent Words in Spontaneous Speech. Journal of Memory and Language, 34, 709-738. DOI: https://doi.org/10.1006/jmla.1995.1032
Fox Tree, J. E. (2001). Listeners’ Uses Of Um and Uh in Speech Comprehension.Memory & Cognition29, 320-326. DOI: https://doi.org/10.3758/BF03194926
Fox Tree, J.E. & Clark, N.B. (2013). Communicative Effectiveness of Written Versus Spoken Feedback.Discourse Processes, 50, 339-359. DOI: https://doi.org/10.1080/0163853X.2013.797241
Fraundorf, S.H. & Watson, D. G. (2011). The Disfluent Discourse: Effects of FilledPauses on Recall. Journal of Memory and Language, 65(2), 161–175. DOI: https://doi.org/10.1016/j.jml.2011.03.004
Gil Cháves, L. & Flórez Romero, R. (2011). Desarrollo de habilidades de pensamiento inferencial y comprensión de lectura en niños de 3 a 6 años. Panorama, 9, 103-125.
Goldman, S.R. &Varnhagen, C.K. (1986). Memory for Embedded and Sequential Story Structures. Journal of Memoryand Language, 25, 401-418. DOI: https://doi.org/10.1016/0749-596X(86)90034-3
González, G. J. (2005). Elaboración conjunta de inferencias a partir de cuentos infantiles. Psicología Educativa, 11(2), 113-133.
Graesser, A.C., Singer, M. & Trabasso, T. (1994). Constructing Inferences During Narrative Text Comprehension. Psychological Review, 101, 371-395. DOI: https://doi.org/10.1037//0033-295X.101.3.371
Guéraud, S., Tapiero, I., & O’Brien, E. J. (2008). Context and the Activation of Predictive Inferences. Psychonomic Bulletin and Review, 15, 351–356. DOI: https://doi.org/10.3758/PBR.15.2.351
Haviland, S. E., & Clark, H. H. (1974). What’s New? Acquiring Information as a Process in Comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512-521. DOI: https://doi.org/10.1016/S0022-5371(74)80003-4
Inman, T. & Dickerson, D. (1995). Children’s Inferences of Causal Events During Story Understanding. Journal of Genetic Psychology, 156, 265-277. DOI: https://doi.org/10.1080/00221325.1995.9914822
Kendeou, P., van den Broek, P., White, M. & Lynch, J. (2009). Predicting Reading Comprehension in Early Elementary School: the Independent Contributions of Oral Language and Decoding Skills. Journal of Educational Psychology, 101(4), 765-778. DOI: https://doi.org/10.1037/a0015956
Just, M. A., & Carpenter, P. A. (1987). The Psychology of Reading and Language Comprehension. Newton, MA: Allyn & Bacon.
Just, M.A. & Carpenter, P.A. (1992). A Capacity Theory of Comprehension: Individual Differences in Wor-king Memory. Psychological Review, 99, 122-149. DOI: https://doi.org/10.1037//0033-295X.99.1.122
Keenan, J.M., Baillet, S.D., & Brown, P. (1984). The Effects of Causal Cohesionon Comprehension and Memory. Journal of Verbal Learning and Verbal Behavior, 23, 115–126. DOI: https://doi.org/10.1016/S0022-5371(84)90082-3
Kendeou, P., Bohn-Getler, C., White, M.J. & van den Broek, P. (2008). Children Inference Generation across Different Media. Journal of Research in Reading, 31, 259-272. DOI: https://doi.org/10.1111/j.1467-9817.2008.00370.x
Kendeou, P. & van den Broek, P. (2007). The Effects of Prior Knowledge and Text Structure on Compre-hension Processes During Reading Of Scientific Texts. Memory and Cognition, 35(7), 1567-1577. DOI: https://doi.org/10.3758/BF03193491
Lassonde, K. A., & O’Brien, E. J. (2009). Contextual Spe-cificity in the Activation of Predictive Inferences. Discourse Processes, 46(5), 426 438. DOI: https://doi.org/10.1080/01638530902959620
León, J.A. (2003). Conocimiento y discurso. Claves para inferir y comprender. Madrid: Pirámide.
Lepola, J., Lynch, J., Laakonen, E., Silven, M. & Niemi, P. (2012). The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension In 4-6-Old Children. Reading Research Quartely, 47(3), 259-282. DOI: https://doi.org/10.1002/rrq.020
Linderholm, T. (2002). Predictive Inference Making as a Function of Working Memory Capacity and Causal Text Constraints. Discourse Processes, 34, 259-280. DOI: https://doi.org/10.1207/S15326950DP3403_2
Mackie, J. L. (1980). The Cement of the Universe: A Stu-dy of Causation. London: Oxford University Press. DOI: https://doi.org/10.1093/0198246420.001.0001
Marmolejo-Ramos, F. & Cevasco, J. (in press). Text Comprehension as a Problem-solving Situation. Universitas Psychologica.
McKoon, G. & Ratcliff, R. (1989). Semantic Associations and Elaborative Inferences. Journal of Expe-rimental Psychology: Learning, Memory, and Cognition, 15, 326-338. DOI: https://doi.org/10.1037//0278-7393.15.2.326
McKoon, G. & Ratcliff, R. (1992). Inference During Rea-ding. Psychological Review, 99, 440-466. DOI: https://doi.org/10.1037//0033-295X.99.3.440
McMaster, K. L., Espin, C. A., & van den Broek, P. (2014). Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers. Learning Disabilities Research & Practice, 29(1), 17-24. DOI: https://doi.org/10.1111/ldrp.12026
Molinari Marotto, C., Barreyro, J.P., Cevasco, J., & van den Broek, P. (2011). Generation of Emotional In-ferences During Text Comprehension: Behavioral Data and Implementation Through the Landscape Model. Escritos de Psicología, 4, 9-7. DOI: https://doi.org/10.24310/espsiescpsi.v4i1.13308
Mulder, G. & Sanders, T.J.M. (2012). Causal Coherence Relations and Levels of Discourse Representation. Discourse Processes, 49(6), 501-522. DOI: https://doi.org/10.1080/0163853X.2012.692655
Myers, J. L., & Duffy, S. A. (1990). Causal Inferences and Text Memory. In A. C. Graesser, & G. H. Bower (Eds.), The psychology of learning and motivation: vol. 25 (pp. 159–173). San Diego: Academic Press. DOI: https://doi.org/10.1016/S0079-7421(08)60254-6
Myers, J.L., Shinjo, M., & Duffy, S.A. (1987). Degree of Causal Relatedness and Memory. Journal of Memory and Language, 26, 453-465. DOI: https://doi.org/10.1016/0749-596X(87)90101-X
O’Brien, E. J., Cook, A. E., &Guéraud, S. (2010). Ac-cessibility of Outdatedinformation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 36, 979-991. DOI: https://doi.org/10.1037/a0019763
O’Brien, E.J. & Myers, J.L. (1987). The Role of Causal Connections in the Retrieval of Text. Memory and Cognition, 15, 419-427. DOI: https://doi.org/10.3758/BF03197731
O’Brien, E.J., Shank, D.M., Myers, J.L. & Rayner, K. (1988). Elaborative Inferences During Reading: Do They Occur on-line? Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 410-420. DOI: https://doi.org/10.1037//0278-7393.14.3.410
Ochs, E. (1979). Planned and unplanned discourse. In T. Givon, ed., Discourse and syntax. Syntax and Semantics Series, 12, 52-80. New York: Academic Press. DOI: https://doi.org/10.1163/9789004368897_004
Pérez López, J. (1990). Inferencias causales y clasificación: su relación en niños de 4-7 años. Infancia y Aprendizaje, 49, 91-106. DOI: https://doi.org/10.1080/02103702.1990.10822259
Singer, M. (1994). Discourse inference processes. En M.A. Gernsbacher (Ed.), Handbook of psycholin-guistics (pp. 479-515). San Diego, CA: Academic Press.
Singer, M., Graesser, A.C., & Trabasso, T. (1994). Minimal or global inference during reading. Journal of Memory and Language, 33, 421-441. DOI: https://doi.org/10.1006/jmla.1994.1020
Singer, M., Halldorson, M., Lear, J. C., & Andrusiak, P. (1992). Validation of Causal Bridging Inferences in Discourse Understanding. Journal of Memory and Language, 31, 507–524. DOI: https://doi.org/10.1016/0749-596X(92)90026-T
Speer, S., & A. Blodgett. (2006). Prosody. Handbook of psycholinguistics, 2ndedn, ed. by M. Traxler and M. A. Gernsbacher, 505-37. San Diego, CA: Academic Press. DOI: https://doi.org/10.1016/B978-012369374-7/50014-6
Stubbs, M. (1980). Language and Literacy. London: Routledge & Kegan Paul.
Stubbs, M. (1983). Discourse Analysis. Chicago: Univer-sity of Chicago Press.
Trabasso, T. & Sperry, L.L. (1985). Causal Relatedness and Importance of Story Events. Journal of Me-mory and Language, 24, 595-611. DOI: https://doi.org/10.1016/0749-596X(85)90048-8
Trabasso, T., & Suh, S. (1993). Understanding text: Achieving Explanatory coherence through on-line Inferences and Mental Operations in Workingme-mory. Discourse Processes, 16, 3-34. DOI: https://doi.org/10.1080/01638539309544827
Trabasso, T. & van den Broek, P. (1985). Causal Thinking and the Representation of Narrative Events. Journal of Memory and Language, 24, 612-630. DOI: https://doi.org/10.1016/0749-596X(85)90049-X
Van den Broek, P. (1990). The Causal Inference Maker: Towards a Process Model of Inference Generation in Text Comprehension. En D.A. Balota, G.B. Flores d’Arcaisy K. Rayner (Eds.), Comprehen-sion processes in reading. Hillsdale, New Jersey: Lawrence Erlbaum.
Van den Broek, P. (1994). Comprehension and Memory of Narrative Text: Inference and Coherence. En M.A. Gernsbacher (Ed.) Handbook of Psycholin-guistics. San Diego, California: Academic Press.
Van den Broek, P. (1997). Discovering the Cement of the Universe: The Development of Event Compre-hension from Childhood to Adulthood. In van den Broek P., Bauer, P., Bourg T. (Ed.) Developmental Spans in Event Comprehension and Represen-tation: Bridging Fictional and Actual Events.Hillsdale, NJ: Erlbaum.
Van den Broek, P. (2010). Using Texts in Science Educa-tion: Cognitive Processes and Knowledge Repre-sentation. Science, 328, 453-456. DOI: https://doi.org/10.1126/science.1182594
van den Broek, P. & Lorch, R.F. (1993). Network Repre-sentations of Causal Relations in Memory for Na-rrative Texts: Evidence from Primed Recognition. Discourse Processes, 16, 75-98. DOI: https://doi.org/10.1080/01638539309544830
van den Broek, P., Lorch, R. F., Linderholm, T., & Gus-tafson, M. (2001). The Effects of Readers’ Goals on Inference Generation and Memory for Texts. Memory & Cognition, 29(8), 1081-1087. DOI: https://doi.org/10.3758/BF03206376
Waring, H. Z. (2013). Managing the Competing Voices in the Language Classroom. Discourse Processes,50, 316-338. DOI: https://doi.org/10.1080/0163853X.2013.779552
Zwaan, R. A., & Rapp, D. N. (2006). Discourse Com-prehension. In M. Traxler & M. A. Gernsbacher (Ed.), Handbook of psycholinguistics, 2nd ed. (pp. 725-764). San Diego, CA: Academic Press. DOI: https://doi.org/10.1016/B978-012369374-7/50019-5
Downloads
Published
How to Cite
Issue
Section
License
Texts submitted for evaluation to the Journal of Psychology of the University of Antioquia must have never been published before, nor been accepted for future publication by any other journal.
Upon the Journal’s acceptance for publication of submitted material, the author partially transfers his/her rights on the article, preserving those relative to its non-commercial use and academic circulation as a free-access file.
Except if otherwise decided, this Journal’s content is covered by a Creative Commons licence “Attribution - Non-commercial – share a like” Colombia 4.0. The licence can be checked out here.