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In 3 experiments, the authors investigated factors that influence accessibility of backgrounded goal information. Participants read texts consisting of 2 episodes. In the 1st episode, the goal was satisfied or unsatisfied. Following a statement of goal satisfaction or goal postponement, there was a 2nd unrelated episode. After completion of the 2nd episode, target sentences were presented that were consistent with the 2nd episode but were inconsistent with completion of the earlier unsatisfied goal. Participants noticed the inconsistency only then the conflicting information was separated by a few sentences or when the context of the goal had been reinstated. The results ...

In 3 experiments, the authors investigated factors that influence accessibility of backgrounded goal information. Participants read texts consisting of 2 episodes. In the 1st episode, the goal was satisfied or unsatisfied. Following a statement of goal satisfaction or goal postponement, there was a 2nd unrelated episode. After completion of the 2nd episode, target sentences were presented that were consistent with the 2nd episode but were inconsistent with completion of the earlier unsatisfied goal. Participants noticed the inconsistency only then the conflicting information was separated by a few sentences or when the context of the goal had been reinstated. The results ...

In 3 experiments, the authors investigated factors that influence accessibility of backgrounded goal information. Participants read texts consisting of 2 episodes. In the 1st episode, the goal was satisfied or unsatisfied. Following a statement of goal satisfaction or goal postponement, there was a 2nd unrelated episode. After completion of the 2nd episode, target sentences were presented that were consistent with the 2nd episode but were inconsistent with completion of the earlier unsatisfied goal. Participants noticed the inconsistency only then the conflicting information was separated by a few sentences or when the context of the goal had been reinstated. The results ...

We investigated the relationships between integration of the literal meaning of the idiom words and activation of the idiomatic meaning using self-paced reading times. Participants read short stories in which predictable and unpredictable ambiguous idioms were followed by literal or idiomatic sentences disambiguating the contextually appropriate interpretation. Literal sentences were read faster when preceded by unpredictable idioms than by predictable idioms, and faster than idiomatic sentences when preceded by unpredictable idioms. Idiomatic sentences were read faster than literal sentences when preceded by predictable idioms confirming that predictable idioms were resolved idiomatically earlier on than unpredictable idioms. Idiomatic sentences were read ...

Choice-based experiments indicate that readers draw sophisticated inferences from logically equivalent frames. Readers may infer that a glass was previously full if described as currently half empty, and previously empty if described as currently half full. The information leakage framework suggests these inferences are made because information about a previous state is leaked from speaker’s choice of frame. We examine if similar inferences are made during reading in two eye-tracking experiments. In Experiment 1, participants read a passage where a character describes a glass as currently half full or half empty before making a statement about the previous volume. We ...

This article describes research that studied how heading frequency affects comprehension and perceptions of information in print versus online text. The results of this study indicate that heading frequency did not significantly affect the comprehension of readers of print text, while it did significantly affect the comprehension of readers of online text, who had considerably lower comprehension scores with text that had high-frequency versus medium-frequency headings. Although more research is needed, these results remind technical communicators that their readers will comprehend text differently between the two media. The study also highlights the fact that we cannot assume that guidelines for ...

It may be inferred from reaction time studies that the location of emphasis on nouns and noun phrases facilitates their comprehension (understanding and memory). However, we know of no previous demonstration of improved passage comprehension in normal listeners associated with emphasis placement. The present experiment examined effects of emphasis on comprehension of 12 passages that were read aloud and tape recorded. Emphasis placement was varied by splicing sentences containing emphasized or nonemphasized noun phrases into passages without altering the wording of the passages. These passages, contrasting in emphasis, were presented to 60 listeners. Comprehension was measured with multiple-choice, recognition questions ...

How indispensable are examples and main ideas in study texts? In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding. Aims. This study explored how text comprehension is influenced by main ideas and examples in study texts, in relation to Vermunt's (1992, 1998) 'concrete elaboration' learning style. In Experiment 1, concrete texts with many examples were compared with abstract texts with many main ideas. In Experiment 2, idea-oriented ...

How indispensable are examples and main ideas in study texts? In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding. Aims. This study explored how text comprehension is influenced by main ideas and examples in study texts, in relation to Vermunt's (1992, 1998) 'concrete elaboration' learning style. In Experiment 1, concrete texts with many examples were compared with abstract texts with many main ideas. In Experiment 2, idea-oriented ...

Explores whether abstract concepts and rules can only be explained using examples in the context of understanding expository texts (ETs). By blocking the linking of concepts to examples, the study aimed to show that the understanding of abstract concepts and the acquisition of semantic knowledge is impossible without a concrete context of interpretation. 89 secondary school students (mean age 17 yrs) and 63 undergraduate students studied ETs with no vs many examples. In Exp 1, 2 existing texts were manipulated by either adding examples or by replacing specific concepts by more ambiguous concepts. In Exp 2, 2 ETs (1 with ...