Comprehension Skill, Inference Making and the Role of Knowledge (Referencias)

Habilidad de comprensión, realización de inferencias y el rol del conocimiento - Referencias

Danielle S. McNamara

Tenaha O'Reilly

Manuel de Vega

Capítulo del libro Higher level language processes in the brain: Inference and comprehension processes (2007) 
Editores: Frank Schmalhofer y Charles Perfetti
Mahwah, NJ: Erlbaum.

Referencias

Baker, L. (1982).  An evaluation of the role of metacognitive deficits in learning disabilities. Topic in Leaning and Learning Disabilities, 2, 27-35. 

Baker, L. (1994).  Fostering metacognitive development. In H. Reese (Ed.), Advances in child development and behavior (25, pp. 201-239). San Diego: Academic Press.  

Bartholow, B. D., Fabiani, M., Gratton, G., Bettencourt, B.A. (2001). A psychophysiological examination of cognitive processing of affective responses to social expectancy violations. Psychological Sciences, 12, 197-204. 

Bereiter, C., y Bird, M. (1985).  Use of thinking aloud in identification and teaching of reading comprehension strategies.  Cognition and Instruction, 2, 131-156.   

Bransford, J. D., y Johnson, M. K. (1972).  Contextual prerequisites for understanding: Some investigations of comprehension and recall.  Journal of Verbal Learning and Verbal Behavior, 11, 717-726.  

Cain, K. (1996).  Story knowledge and comprehension skill.  In Cornoldi, C. y Oakhill, J. (Eds.), Reading comprehension difficulties (pp. 167-192). New Jersey: Lawrence Erlbaum Associates.

Cantor, J., y Engle, R. (1993).  Working memory capacity as long term memory actvation: An individual-differences approach.  Journal of Experimental Psychology: Leaning, Memory, and Cognition, 19, 1101-1114. 

Case, R., Kurland, D., y Goldberg, J. (1982).  Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 384-404. 

Chi, M. T. H., De Leeuw, N., Chiu, M., y LaVancher, C. (1994). Eliciting selfexplanations improves understanding. Cognitive Science, 18, 439-477. 

Chiesi, H. L., Spilich, G. J., y Voss, J. F. (1979).  Acquisition of domain-related information in relation to high and low domain knowledge.  Journal of Verbal Learning and Verbal Behavior, 18, 257-273. 

Conway A., y Engle, R. (1994).  Working memory and retrieval: A resource-dependent inhibition model. Journal of Experimental Psychology: General, 123, 354-373. 

Cornoldi, C., De Benni, R. y Pazzaglia, F. (1996).  Profiles of reading comprehension difficulties: An anlysis of single cases. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties, New Jersey: Lawrence Erlbaum Associates.

Coulson, S., y Kutas, M. (2001).  Getting it: Human event-related brain response to jokes in good and poor comprehenders. Neuroscience Letters, 316, 71-74. 

Cowan, N. (1988).  Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information system. Psychological Bulletin, 104, 163-191. 

Daneman, M., y Carpenter, P. (1980).  Individual differences in working memory and 

reading.  Journal of Verbal Learning and Verbal Behavior, 19, 450-466. 

Daneman, M., y Carpenter, P. (1983).  Individual differences in integrating information between and within sentences.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 561-584. 

Daneman, M., y Merikle, P. (1996).  Working memory and language comprehension: A meta-analysis. Psychonomic-Bulletin-and-Review, 3, 422-433. 

Daneman, M., y Tardif, T. (1987).  Working memory and reading skill re-examined. M. Coltheart (Ed.). Attention and performance 12: The psychology of reading. (pp. 491-508). Hillsdale, NJ, England: Lawrence Erlbaum Associates. 

Dewitz, P. Carr, E., & Patberg, J. (1987).  Effects of interference training on comprehension and comprehension monitoring. Reading Research Quarterly, 22, 99-121. 

Díaz, J.M., León, I., de Vega, M. (2003). Brain potentials during the reading of emotionally incongruent texts. Thirteenth Annual Meeting of The Society for Text and Discourse, June, Madrid. 

Dixon, P., LeFevre, J. A., & Twilley, L. C. (1988).  Word knowledge and working memory as predictors of reading skill. Journal of Educational Psychology, 80, 465-472. 

Einstein, G. O., McDaniel, M. A., Owen, P. D., & Cote, N. C. (1990).  Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29, 566-581.  

Engle, R. (1996).  Working memory and retrieval: An inhibition-resource approach. In Working memory and human cognition. New York: Oxford University Press. 

Engle, R. & Marshall, K. (1983).  Do developmental changes in digit span result from acquisition strategies.  Journal of Experimental Child Psychology, 36, 429-436. 

Ericcson, K. A., & Kintch, W. (1995).  Long-term working memory. Psychologycal Review, 102, 211-245. 

Friederici, A.D. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6, 78-84. 

Garner, R. (1987).  Metacognition and reading comprehension. Norwood, NJ: Ablex. 

Garnham, A., Oakhill, J., & Johnson-Laird, P. (1982).  Referential continuity and the coherence of discourse, Cognition, 11, 29-46. 

Gernabacher, M. A. (1990). Language comprehension as structure building. Hillsdale, N.J: Erlbaum. 

Gernsbacher, M. A., & Faust, M. (1991).  The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 245-262. 

Gernsbacher, M. A., Varner, K. R., & Faust, M. (1990).  Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445. 

Haenggi, D., Perfetti, C. (1994).  Processing components of college-level reading comprehension, Discourse Processes, 17, 83-104. 

Hansen, J. & Pearson, P. (1983).  An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821-829. 

Hoover, W., & Gough, P. (1990).  The simple view of reading. Reading and Writing 2: 127-160. 

Hulme, C. y Snowling, M. (1992).  Phonological deficits in dyslexia: A “sound” reppraisal of the verbal deficit hypothesis. In: N. Singh and I. Beale, eds., Current perspectives in learning disabilities (pp. 270-301). New York: Springer.  Hay un error en la cita.  El nombre del libro en el cual está publicado este capítulo es Learning Disabilities: Nature, Theory and Treatment

Just, M. A., & Carpenter, P. A. (1992).  A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149. 

Kintsch, W. (1988).  The use of knowledge in discourse processing: A constructionintegration model. Psychological Review, 95, 163-182. 

Kintsch, W. (1998).  Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.  Kucan, L., & Beck, I. (1997).  Thinking aloud and reading comprehension research: Inquiry, instruction and social interaction. Review of Educational Research, 67, 271-299. 

Kutas, M., & Hillyard, S. (1980). Event-related brain potentials to semantically inappropriate and surprisingly large words. Biological-Psychology, 11, 99-116. 

Kutas, M., & King, J. W (1996).  The potentials for basic sentence processing: Differentiating integrative processes. In I. Ikeda & J. L. McClelland (Eds.), Attention and Performance, 16, (pp. 501-46). Cambridge, MA: MIT Press. 

Kutas, M., & Van Petten, C. (1994).  Psycholinguistics electrified. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics, (pp.83-143). San Diego: Academic Press. 

Long, D., & Golding, J. (1993).  Superordinate goal inferences: Are they automatically generated during comprehension? Discourse Processes, 16, 55-74. 

Long, D. L., Oppy, B. J., & Seely, M. R. (1994).  Individual differences in the time course of inferential processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1456-1470. 

MacDonald, M. C., & Christiansen, M. H. (2002).  Reassessing Working Memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109, 35–54. 

Magliano, J. P., & Millis, K. K. (in press).  Assessing reading skill with a think-aloud procedure. Cognition and Instruction.

Magliano, J. P., Wiemer-Hastings, K. Millis, K. K., Muñoz, B. D., & McNamara, D. S. (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, and Computers, 34, 181-188. 

Mannes, S., & Kintsch, W. (1987).  Knowledge organization and text organization. Cognition and Instruction, 4, 91-115.  

McDaniel, M. A., Einstein, G. O., Dunay, P. K., & Cobb, R. (1986).  Encoding difficulty and memory: Toward a unifying theory. Journal of Memory and Language, 25, 645-656.  

McDaniel, M. A., Finstad, K. A., & McNamara, D. S. (2003).  The Suppression Effect: Effects of Word-level Elaboration. Unpublished manuscript, University of New Mexico, Albuquerque, NM.  

McDaniel, M. A., Schmalhofer, F., & Keefe, D. (2001).  What is minimal about predictive inferences? Psychonomic Bulletin & Review, 8, 840-846.  

McDonald, M. C., & Christiansen, M. H. (2002).  Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109, 35-54. 

McNamara, D. S. (2003).  SERT: Self-Explanation Reading Training. Manuscript in preparation.  

McNamara, D. S. (1997).  Comprehension skill: A Knowledge-based account. Proceedings of Nineteenth Annual Meeting of the Cognitive Science Society (pp. 508-513). Hillsdale, N.J. Erlbaum. 

McNamara, D. S. (2001).  Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55, 51-62.  

McNamara, D. S., Kintsch, E., Songer, N., & Kintsch, W. (1996).  Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43. 

McNamara, D. S., & Kintsch, W. (1996).  Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288.  

McNamara, D. S., & McDaniel, M. A. (in press).  Suppressing irrelevant information: Knowledge activation or inhibition. Journal of Experimental Psychology: Learning, Memory and Cognition. 

McNamara, D. S., & Scott, J. L. (1999).  Training reading strategies. Proceedings of the Twenty-first Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. 

McNamara, D. S., & Scott, J. L. (2001).  Working memory capacity and strategy use. Memory & Cognition, 29, 10-17.

McNamara, D. S., & Scott, J. L. (2001).  Working memory capacity and strategy use. Memory and Cognition, 29, 10-17. 

Mueller, H. M., King, J. W., & Kutas, M. (1997).  Event-related potentials to relative clause processing in spoken sentences. Cognitive Brain Research, 5, 193-203. 

Münte, T. F.; Schiltz, K., & Kutas, M., (1998).  When temporal terms belie conceptual order. Nature, 395, 71-73. 

O’Reilly, T., & McNamara, D. S. (2002).  Text coherence effects: Interactions of prior knowledge and reading skill. Paper presented at the 43rd annual meeting of the Psychonomic Society Inc., Kansas City, MO

Oakhill, J. (1982).  Constructive processes in skilled and less skilled comprehenders’ memory foe sentences.  British Journal of Psychology, 73, 13-20. 

Oakhill, J. (1983).  Instantiation in skilled and less skilled comprehenders. Quarterly Journal of Experimental Psychology, 35, 441-450. 

Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54, 31-39. 

Oakhill, J., & Yuill, N., & Parkin, A. (1988).  Memory and inference in skilled and less skilled comprehenders. In:  M. M. Gruneberg, P. E. Morris and R. N. Sykes, (Eds.), Practical aspects of memory 2, (pp.315-320). Chichester: Wiley. 

Oakhill, J., & Yuill, N. (1986).  Pronoun resolution in skilled and less skilled comprehenders: Effects of memory load and inferential complexity. Language and speech, 29, 25-37. 

Oakhill, J., & Yuill, N. (1996).  Higher order factors in comprehension disability: Processes and remediation. In C. Cornaldi & J. Oakhill (Eds.), Reading comprehension difficulties:Processes and Intervention. Mahwah, NJ: Erlbaum. 

Oakhill, J., Yuill, N., & Donaldson, M. (1990).  Understanding of causal expressions in skilled and less skilled text comprehenders. British Journal of developmental Psychology ,8, 401-410. 

O'Brien, E. J., & Myers, J. L. (1985).  When comprehension difficulty improves memory for text. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 12-21.  

Palinscar, A. S., & Brown, A. L. (1984).  Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 2, 117-175. 

Paris, S. Cross, D., & Lipson, M. (1984).  Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252. 

Paris, S., & Jacobs, J. (1984).  The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55, 2083-2093.  

Perfetti, C. (1985).  Reading ability. New York: Oxford University Press.

Perfetti, C. (1989).  There are generalized abilities and one of them is reading. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 307-336). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. 

Pressley, M., & Afflerbach, P. (1995).  Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Earlbaum. 

Rauenbusch, F., & Bereiter, C. (1991).  Making reading more difficult: A degraded text microworld for teaching reading comprehension strategies. Cognition and Instruction, 8, 181-206.  

Rosen, V., & Engle, R. (1997).  The role of working memory capacity in retrieval. Journal of Experimental Psychology: General, 126, 211-227. 

Rosen, V., & Engle, R. (1998).  Working memory capacity and suppression. Journal of Memory and Language, 39, 418-436. 

Schmalhofer, F. (1998). Constructive knowledge acquisition: A computational model and experimental evaluation.  Mahwah, NJ: Erlbaum.  

Schmalhofer, F., McDaniel, M. A., & Keefe, D. (2002).  A unified model for predictive and bridging inferences. Discourse Processes, 33, 105-132.  

Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K., Fletcher, J., Brady, S., Fowler, A., Dreyer, L., Marchione, K., Shaywitz, S., & Shaywitz, B. (1999).  Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69-94. 

Shiffrin, R., & Schneider, W. (1977).  Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory.  Psychological Review, 84, 127-190. 

Singer, M., & Ritchot, K. (1996).  The role of working memory capacity and knowledge access in text inference processing.  Memory & Cognition, 24, 733-743.  

Singer, M., Andrusiak, P. Reisdorf, P., & Black, N. (1992).  Individual differences in bridging inference processes.  Memory & Cognition, 20, 539-548.  

Snow, C. E., Burns, M., & Griffin, P. (1998).  Preventing reading difficulties in young children. Washigton, DC: National Academy Press. 

St. George, M., Mannes, S., & Hoffman, J. E. (1997).  Individual differences in inference generation: An ERP analysis. Journal of Cognitive Neuroscience, 9, 776-787. 

Stanovich, K., West, R., Cunningham, A., Cipielewski, J., & Siddiqui, S. (1996). The role of inadequate print exposure as a determinant of reading comprehension problems. In: C. C. Cornoldi, J. Oakhill, (Eds.), Reading comprehension difficulties: Processes and intervention. Hillsdale, NJ: Earlbaum. 

Stothard, S. E., & Hulme, C. (1996).  A comparison of reading comprehension and decoding difficulties in children. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties, (pp. 93-112). New Jersey: Lawrence Erlbaum Associates, Publishers. 

Turner, M., & Engle, R. (1989).  Is working memory capacity task dependent? Journalof-Memory-and-Language, 28, 127-154. 

Van Petten, C., Weckerly, J., McIsaac, H. K., & Kutas, M. (1997).  Working memory capacity dissociates lexical and sentential context effects. Psychological Scence., 8, 238-42.  

Vos, S. H., & Friederici, A. D. (2003).  Intersentential syntactic context effects on comprehension: the role of working memory. Cognitive Brain Research 16, 111–122. 

Whitney, P., Ritchie, B., & Clark, M. (1991).  Working memory capacity and the use of elaborative inferences in text comprehension.  Discourse Processes, 14, 133-145. 

Wong, B. (1985).  Metacognition and learning disabilities.  In D. Forrest-Pressley, G MacKinnon, & T. Waller (Eds.), Metacognition, cognition, and human performance (2, pp. 137-180). NY: Academic Press. 

Yuill, N., & Oakhill, J. (1988).  Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173-186. 

Yuill, N., & Oakhill, J., & Parkin, A. (1989).  Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80, 351-361. 

Yuill, N., & Oakhill, J. (1991).  Children's problems in text comprehension: An experimental investigation. Cambridge monographs and texts in applied psycholinguistics. New York, NY, US: Cambridge University Press.

En las referencias del capítulo no se cita a este artículo, pero sí es citado dentro del texto:

Perfetti, C.A, & Hart, L. (2001). The lexical bases of comprehension skill. In D. Gorfien (Ed.), On the consequences of meaning selection (pp. 67-86). Washington, DC: American Psychological Association.