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Prior experiments have shown that sentences such as (1) lead to a reduced accessibility of the concept mentioned in the negated phrase, whereas sentences such as (2) do not. In the present article, two explanations for this result are investigated. According to situation model theory (Johnson-Laird, 1983; van Dijk & Kintsch, 1983), the reason is that the entity mentioned within the negated phrase in (2) is not absent from the described situation. According to discourse representation theory (Kamp, 1981), in contrast, the negation operator in (2) does not reduce the accessibility of the negated concept, because the corresponding discourse referent ...

Participants read sentences of the type The X is (not)above/below the Y and were subsequently presented with apicture of the two objects mentioned in the sentence, either inthe correct or in the incorrect spatial relation. Participantsjudged as quickly as possible whether both depicted objectswere mentioned in the sentence. A negation-by-truth-valueinteraction was observed when the picture was presentedwithout delay; a main effect of truth value was observed whenthe delay was 1500 ms. Both response-time patterns are wellknown from studies employing a sentence-picture verificationtask. Our results indicate that these findings are not dependenton verification. They moreover indicate that temporalcharacteristics of the task ...

We investigated whether comprehenders of isolated negative sentences with contradictory predicates (e.g., The door was not open) have available a representation of the actual state of affairs (closed door) from a certain point in the comprehension process on. In a self-paced-reading paradigm, participants were presented with affirmative and negative sentences in which a target entity and a contradictory predicate were being mentioned. After reading the sentence, participants were presented with a picture of the target entity that either matched or mismatched the entity's properties in the described world, and their task was to name out loud as quickly as possible ...

The aim of the present study was to investigate the effects of prior knowledge and text structure on cognitive processes during comprehension of scientific texts. To investigate the processes online, we used a think-aloud methodology in Experiment 1 and a reading time methodology in Experiment 2. In both experiments, we obtained offline comprehension measures and measures of individual differences in working memory and need for cognition. Across the two experiments, the results indicated that readers adjust their processing as a function of the interaction between prior knowledge and text structure. In particular, adjustments in the actual processes that take place ...

The aim of the present study was to investigate the effects of prior knowledge and text structure on cognitive processes during comprehension of scientific texts. To investigate the processes online, we used a think-aloud methodology in Experiment 1 and a reading time methodology in Experiment 2. In both experiments, we obtained offline comprehension measures and measures of individual differences in working memory and need for cognition. Across the two experiments, the results indicated that readers adjust their processing as a function of the interaction between prior knowledge and text structure. In particular, adjustments in the actual processes that take place ...

According to research in educational psychology, advance organizers lead to better learning and recall of information. In this research, the authors explored advance organizers from a business perspective, where larger documents are read under time pressure. Graphic and verbal advance organizers were manipulated into six versions of an advisory report, read by 159 experienced professional readers in a between-subjects design. Their reading time was limited to encourage selective reading. The results show that graphic advance organizers facilitate selective reading, but they do not enhance recall. Verbal advance organizers introducing a problem enhance recall, and graphic advance organizers moderate the effects ...

In two experiments, we examine university students' ability to comprehend authentic argumentative texts and factors that influence their application of this skill. Participants read several relatively lengthy arguments and identified the main claim and reasons. Experiment 1 shows that participants are not skilled at identifying key elements from an argumentative text (only 30% accuracy). The performance of participants of all skill levels was aided by explicit markers to signal the critical elements. Claim and reason identification errors showed interesting patterns such as identifying either an uncontroversial statement of the theme or a counter-argument as the claim. Based on the results ...

In two experiments, we examine university students' ability to comprehend authentic argumentative texts and factors that influence their application of this skill. Participants read several relatively lengthy arguments and identified the main claim and reasons. Experiment 1 shows that participants are not skilled at identifying key elements from an argumentative text (only 30% accuracy). The performance of participants of all skill levels was aided by explicit markers to signal the critical elements. Claim and reason identification errors showed interesting patterns such as identifying either an uncontroversial statement of the theme or a counter-argument as the claim. Based on the ...

This study investigated the effects of three different computer texts on readers' recall based on individuals' different working memory capacities. In addition, the intermediate effects of the total reading time were taken into account. The findings indicated that the structure and presentation of text influence how well information is remembered. Those who read the linear, traditional text produced better recall scores than those who read the hypertexts. In particular, when the total time spent on reading was controlled, the difference between the two hypertexts disappeared. Furthermore, the participants with different working memory capacities appeared to exhibit different results in that ...

This study examined how seductive details affect on-line processing of a technical, scientific text. In Experiment 1, each sentence from the experimental text was rated for interest and importance. Participants rated seductive details as being more interesting but less important than main ideas. In Experiment 2, we examined the effect of seductive details on reading time and learning. Seductive details reduced the amount of time readers spent reading base text sentences, and hindered recall of important ideas and deeper processing as measured by an essay task. These findings extend previous research [Harp, S. & Mayer, R. E. (1997). Role of ...