Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-tn8tq Total loading time: 0 Render date: 2024-06-25T23:47:37.107Z Has data issue: false hasContentIssue false

4 - Validation of text and discourse inferences – and explicit content

Published online by Cambridge University Press:  05 May 2015

By
Murray Singer
Edited by
Edward J. O'Brien ,
Anne E. Cook  and
Robert F. Lorch, Jr
Edward J. O'Brien
Affiliation:
University of New Hampshire
Anne E. Cook
Affiliation:
University of Utah
Robert F. Lorch, Jr
Affiliation:
University of Kentucky
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Inferences during Reading , pp. 68 - 93
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, D. (1985). So Long, and Thanks for All the Fish. London: Pan Books.Google Scholar
Albrecht, J. E., & Myers, J. L. (1995). The role of context in accessing distant information during reading. Journal of Experimental Psychology: Learning, Memory & Cognition, 21, 1459–68.Google ScholarPubMed
Albrecht, J. E., & Myers, J. L. (1998). Accessing distant text information during reading: effects of contextual cues. Discourse Processes, 26, 87–108.CrossRefGoogle Scholar
Albrecht, J. E. & O’Brien, E. J. (1993). Updating a mental model: maintaining both local and global coherence. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1061–70.Google Scholar
Attenborough, R. (Producer/Director), & Nicholson, W. (Writer). (1993). Shadowlands [motion picture]. United States: HBO Studios.Google Scholar
Bargh, J. A. (1994). The four horsemen of automaticity: awareness, efficiency, intention, and control in social cognition. In Wyer, R. Jr., & Srull, T. (eds.), Handbook of Social Cognition (2nd ed.). (pp. 1–40). Mahwah, NJ: Erlbaum.Google Scholar
Black, J. B. (1985). An exposition on understanding expository text. In Britton, B. & Black, J. (eds.), Understanding Expository Text (pp. 249–67). Mahwah, NJ: Erlbaum.Google Scholar
Black, J. B., & Bern, H. (1981). Causal inference and memory for events in narratives. Journal of Verbal Learning and Verbal Behavior, 20, 267–75.CrossRefGoogle Scholar
Boudewyn, M. A., Gordon, P. C., Long, D. L., Polse, L., & Swaab, T. Y. (2012). Does discourse congruence influence spoken language comprehension before lexical association? Evidence from event-related potentials. Language and Cognitive Processes, 27, 698–733.CrossRefGoogle ScholarPubMed
Bransford, J. D., Barclay, J. R., & Franks, J. J. (1972). Semantic memory: a constructive versus interpretive approach. Cognitive Psychology, 3, 193–209.CrossRefGoogle Scholar
Britton, B. K., & Eisenhart, F. J. (1993). Expertise, text coherence, and constraint satisfaction: effects on harmony and settling rate. Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.Google Scholar
Burkhardt, P. (2006). Inferential bridging relations reveal distinct neural mechanisms: evidence from event-related brain potentials. Brain and Language, 98, 159–68.CrossRefGoogle ScholarPubMed
Cohen, G. (1979). Language comprehension in old age. Cognitive Psychology, 11, 412–29.CrossRefGoogle ScholarPubMed
Cook, A. E., & Guéraud, S. (2005). What have we been missing? The role of general world knowledge in discourse processing. Discourse Processes, 39, 365–78.CrossRefGoogle Scholar
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–66.CrossRefGoogle Scholar
Dell, G. S., McKoon, G., & Ratcliff, R. (1983). The activation of antecedent information during the processing of anaphoric reference in reading. Journal of Verbal Learning and Verbal Behavior, 22, 121–32.CrossRefGoogle Scholar
di Prima, D. (1960). Various Fables from Various Places. New York: Putnam.Google Scholar
Ferguson, M. J., & Zayas, V. (2009). Automatic evaluation. Current Directions in Psychological Science, 18, 362–66.CrossRefGoogle Scholar
Ferreira, F., Bailey, K. G. B., & Ferraro, V. (2002). Good-enough representations in language comprehension. Current Directions in Psychological Science, 11, 11–15.CrossRefGoogle Scholar
Ferretti, T. R., Singer, M., & Harwood, J. (2013). Processes of discourse integration: evidence from event-related brain potentials. Discourse Processes, 50, 165–86.CrossRefGoogle Scholar
Ferretti, T. R., Singer, M., & Patterson, C. (2008). Electrophysiological evidence for the time-course of verifying text ideas. Cognition, 108, 881–88.CrossRefGoogle ScholarPubMed
Gernsbacher, M. A. (1990). Language Comprehension as Structure Building. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Glenberg, A. M., Wilkinson, A. C., & Epstein, W. (1982). The illusion of knowing: failure in the self-assessment of comprehension. Memory & Cognition, 10, 597–602.CrossRefGoogle Scholar
Graesser, A. C. (1981). Prose Comprehension beyond the Word. New York: Springer-Verlag.CrossRefGoogle Scholar
Graesser, A. C., & Bertus, E. L. (1998). The construction of causal inferences while reading expository texts on science and technology. Scientific Studies of Reading, 2, 247–69.CrossRefGoogle Scholar
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–95.CrossRefGoogle ScholarPubMed
Greene, S. B., Gerrig, R. J., McKoon, G., & Ratcliff, R. (1994). Unheralded pronouns and management by common ground. Journal of Memory and Language, 35, 511–26.Google Scholar
Grice, H. P. (1975). In Cole, P. and Morgan, J. (eds.), Syntax and Semantics (Vol. III): Speech Acts (pp. 41–58). New York: Seminar Press.Google Scholar
Haenggi, D., & Perfetti, C. A. (1994). Processing components of college-level reading. Discourse Processes, 17, 83–104.CrossRefGoogle Scholar
Halldorson, M., & Singer, M. (2002). Inference processes: integrating relevant knowledge and text information. Discourse Processes, 34, 145–62.CrossRefGoogle Scholar
Hannon, B., & Daneman, M. (2004). Shallow semantic processing of text: an individual-differences account. Discourse Processes, 37(3), 187–204.CrossRefGoogle Scholar
Haviland, S. E., & Clark, H. H. (1974). What’s new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–21.CrossRefGoogle Scholar
Isberner, M. B., & Richter, T. (2013). Can readers ignore implausibility? Evidence for nonstrategic monitoring of event-based plausibility in language comprehension. Acta Psychologica, 142, 15–22.CrossRefGoogle ScholarPubMed
Jarvella, R. J. (1971). Immediate memory and discourse processing. In Bower, Gordon H. (ed.), The Psychology of Learning and Motivation (Vol. XIII, pp. 379–421). New York: Academic Press.Google Scholar
Jenkins, J. J. (1980). Can we have a fruitful cognitive psychology? Nebraska Symposium on Motivation, 28, 211–38.Google ScholarPubMed
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: from eye fixations to comprehension. Psychological Review, 87, 329–54.CrossRefGoogle ScholarPubMed
Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological Review, 99, 122–49.CrossRefGoogle ScholarPubMed
Keenan, J. M., Baillet, S. D., & Brown, P. (1984). The effects of causal cohesion on comprehension and memory. Journal of Verbal Learning and Verbal Behavior, 23, 115–26.CrossRefGoogle Scholar
Kieras, D. E. (1985). Thematic processes in the comprehension of technical prose. In Britton, B. & Black, J. (eds.), Understanding Expository Prose (pp. 89–107). Mahwah, NJ:Erlbaum.Google Scholar
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological Review, 95, 163–82.CrossRefGoogle ScholarPubMed
Kintsch, W. (1994). Text comprehension, learning, and memory. American Psychologist, 49, 294–303.CrossRefGoogle Scholar
Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. New York: Cambridge University Press.Google Scholar
Knoeferle, P., Urbach, T. P., & Kutas, M. (2011). Comprehending how visual context influences incremental sentence processing: insights from ERPs and picture-sentence verification. Psychophysiology, 48, 495–506.CrossRefGoogle ScholarPubMed
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, 1456–70.Google Scholar
Long, D. L. Oppy, B. J., & Seely, M. R. (1997). Individual differences in readers’ sentence- and text-level representations. Journal of Memory and Language, 36, 129–45.CrossRefGoogle Scholar
Lutz, M. F., & Radvansky, G. A. (1997). The fate of completed goal information. Journal of Memory and Language, 36, 293–310.CrossRefGoogle Scholar
Magliano, J. P., & Schleich, M. C. (2000). Verb aspect and situation models. Discourse Processes, 29, 83–112.CrossRefGoogle Scholar
Maki, R. H., & Berry, , (1984). Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 663–79.Google ScholarPubMed
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: story structure and recall. Cognitive Psychology, 9, 111–51.CrossRefGoogle Scholar
Matsuki, K., Chow, T., Hare, M., Elman, J. L., Scheepers, C., & McRae, K. (2011). Event-based plausibility immediately influences online language comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 913–34.Google Scholar
McKoon, G., & Ratcliff, R. (1986). Inferences about predictable events. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 82–91.Google ScholarPubMed
McKoon, G., & Ratcliff, R. (1988). Contextually relevant aspects of meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 331–43.Google ScholarPubMed
McKoon, G., & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440–66.CrossRefGoogle ScholarPubMed
McNamara, D. S., & Kintsch, W. (1996). Learning from texts: effects of prior knowledge and text coherence. Discourse Processes, 22, 247–88.CrossRefGoogle Scholar
McNamara, D. S., Kintsch, E., Songer, N. B., & 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,–43.CrossRefGoogle Scholar
Myers, J. L., Shinjo, M., & Duffy, S. A. (1987). Degree of causal relatedness and memory. Journal of Verbal Learning and Verbal Behavior, 26, 453–65.Google Scholar
Neely, J. H. (1977). Semantic priming and retrieval from lexical memory: roles of inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology: General, 106, 226–54.Google Scholar
Nieuwland, M. S., & Kuperberg, G. R., (2008). When the truth is not too hard to handle. Psychological Science, 19, 1213–18.CrossRefGoogle Scholar
Nieuwland, M. S., & Martin, A. E. (2012). If the real world were irrelevant, so to speak: the role of propositional truth value in counterfactual sentence comprehension. Cognition, 122, 102–9.CrossRefGoogle Scholar
Noordman, G. M., Vonk, W., & Kempff, H. J. (1992). Causal inferences during the reading of expository texts. Journal of Memory and Language, 31, 573–90.CrossRefGoogle Scholar
O’Brien, E. J., & Albrecht, J. E. (1991). The role of context in accessing antecedents in text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 94–102.Google Scholar
O’Brien, E. J., & Albrecht, J. E. (1992). Comprehension strategies in the development of a mental model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 777–84.Google ScholarPubMed
O’Brien, E. J., Albrecht, J. E., Hakala, C. M., & Rizzella, M. L. (1995). Activation and suppression of antecedents during reinstatement. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 626–34.Google Scholar
O’Brien, E. J., Cook, A. E., & Peracchi, K. A. (2004). Updating situation models: Reply to Zwaan and Madden. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 289–91.Google Scholar
O’Brien, E. J., Lorch, R. F., & Myers, J. L. (1998). Memory-based text processing [Special issue]. Discourse Processes, 26 (2–3).Google Scholar
O’Brien, E. J., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G. (1998). Updating a situation model: a memory based test processing review. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1200–10.Google Scholar
Potts, G. R., Keenan, J. M., & Golding, J. M. (1988). Assessing the occurrence of elaborative inferences: lexical decision versus naming. Journal of Memory and Language, 27, 399–415.CrossRefGoogle Scholar
Radvansky, G. A., & Copeland, D. E. (2000). Functionality and spatial relations in memory and language. Memory & Cognition, 28, 987–92.CrossRefGoogle ScholarPubMed
Radvansky, G. A., Zwaan, R. A., Federico, T., & Franklin, N. (1998). Retrieval from temporally organized situation models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1224–37.Google ScholarPubMed
Rapp, D. N., & Kendeou, P. (2009). Noticing and revising discrepancies as texts unfold. Discourse Processes, 46, 1–24.CrossRefGoogle Scholar
Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85, 59–108.CrossRefGoogle Scholar
Ratcliff, R., & McKoon, G. (1989). Similarity information versus relational information: differences in the time course of retrieval. Cognitive Psychology, 21, 139–55.CrossRefGoogle ScholarPubMed
Rawson, K. A. (2004). Exploring automaticity in text processing: syntactic ambiguity as a test case. Cognitive Psychology, 49, 333–69.CrossRefGoogle ScholarPubMed
Richards, E., & Singer, M. (2001). Representation of complex goal structures in narrative comprehension. Discourse Processes, 31, 111–35.CrossRefGoogle Scholar
Rinck, M., Hahnel, A., & Becker, G. (2001). Using temporal information to construct, update, and retrieval situation models of narratives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 67–80.Google ScholarPubMed
Rumelhart, D. E., McClelland, J. L., and the PDP Research Group. (1986). Parallel Distributed Processing: Explorations in the Microstructure of Cognition (Vol. I). Cambridge, MA: Bradford Books.CrossRefGoogle Scholar
Sanford, A. J., & Garrod, S. (1998). The role of scenario mapping in text comprehension. Discourse Processes, 26, 159–90.CrossRefGoogle Scholar
Sanford, A. J., & Graesser, A. C. (2006). Shallow processing and underspecification. Discourse Processes, 42, 99–108.CrossRefGoogle Scholar
Schank, R. C., & Abelson, R. P. (1977). Scripts, Plans, Goals, and Understanding. Mahwah, NJ: Erlbaum.Google Scholar
Schroeder, S., Richter, T., & Hoever, I. (2008). Getting a picture that is both accurate and stable: situation models and epistemic validation. Journal of Memory and Language, 59, 237–59.CrossRefGoogle Scholar
Seely, M. R., & Long, D. L. (1994). The use of generalized knowledge structures in processing television news items. In van Oostendorp, H. & Zwaan, R. (eds.), Naturalistic Prose Comprehension (pp. 149–63). Norwood, NJ: Ablex.Google Scholar
Singer, M. (1980). The role of case-filling inferences in the coherence of brief passages. Discourse Processes, 3, 185–201.CrossRefGoogle Scholar
Singer, M. (1986). Answering yes-no questions about causes. Memory & Cognition, 14, 55–63.CrossRefGoogle ScholarPubMed
Singer, M. (1993). Causal bridging inferences: validating consistent and inconsistent sequences. Canadian Journal of Experimental Psychology, 47, 340–59.CrossRefGoogle Scholar
Singer, M. (2006). Verification of text ideas during reading. Journal of Memory and Language, 54, 574–91.CrossRefGoogle Scholar
Singer, M. (2009). Tacit verification of determinate and indeterminate text ideas. Canadian Journal of Experimental Psychology, 63, 185–92.CrossRefGoogle ScholarPubMed
Singer, M. (2013). Validation in reading comprehension. Current Directions in Psychological Science, 22, 361–66.CrossRefGoogle Scholar
Singer, M., & Doering, J. C. (2014). Exploring individual differences in language validation. Discourse Processes, 51, 167–88.CrossRefGoogle Scholar
Singer, M., & Gagnon, N. (1999). Detecting causal inconsistencies in scientific text. In Goldman, S., Graesser, A., & van den Broek, P. (eds.), Narrative Comprehension, Causality, and Coherence: Essays in Honor of Tom Trabasso (pp. 179–94). Mahwah, NJ: Erlbaum.Google Scholar
Singer, M., Graesser, A. C., & Trabasso, T. (1994). Minimal or global inference in reading. Journal of Memory and Language, 33, 421–41.CrossRefGoogle Scholar
Singer, M., & Halldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30, 1–38.CrossRefGoogle ScholarPubMed
Singer, M., Halldorson, M., Lear, J. C., & Andrusiak, P. (1992). Validation of causal bridging inferences. Journal of Memory and Language, 31, 507–24.CrossRefGoogle Scholar
Singer, M., Harkness, D., & Stewart, S. T. (1997). Constructing inferences in expository text comprehension. Discourse Processes, 24, 199–228.CrossRefGoogle Scholar
Singer, M., & O’Connell, G. (2003). Robust inference processes in expository text comprehension. European Journal of Cognitive Psychology, 15, 607–31.CrossRefGoogle Scholar
Singer, M., Revlin, R., & Halldorson, M. (1990). Bridging-inferences and enthymeme. In Graesser, A. C. and Bower, G. H.. (eds.), The Psychology of Learning and Motivation (Vol. XXV, pp. 35–51). New York: Academic Press.Google Scholar
Singer, M., & Ritchot, K. (1996). Individual differences in inference validation. Memory & Cognition, 24, 733–43.Google Scholar
Smallwood, J., McSpadden, M., & Schooler, J. W. (2008). When attention matters: the curious incident of the wandering mind. Memory & Cognition, 36, 1144–50.CrossRefGoogle ScholarPubMed
Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275–90.CrossRefGoogle Scholar
Staub, A., Rayner, K., Pollatsek, A., Hyona, J., & Majewski, H. (2007). The time course of plausibility effects on eye movements in reading: evidence from noun-noun compounds. Journal Experimental Psychology: Learning Memory and Cognition, 33, 1162–69.Google ScholarPubMed
Stewart, A. J., Kidd, E., & Haigh, M. (2009). Early sensitivity to discourse-level anomalies: evidence from self-paced reading. Discourse Processes, 46, 46–69.CrossRefGoogle Scholar
Suh, S., & Trabasso, T. (1993). Inferences during reading: converging evidence from discourse analysis, talk-aloud protocols and recognition priming. Journal of Memory and Language, 32, 279–300.CrossRefGoogle Scholar
Swinney, D. A. (1979). Lexical access during sentence comprehension: (re)consideration of context effects. Journal of Verbal Learning and Verbal Behavior, 18, 545–69.CrossRefGoogle Scholar
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77–110.CrossRefGoogle Scholar
Till, R. E., Mross, E. F., & Kintsch, W. (1988). Time course of priming for associate and inference words in a discourse context. Memory & Cognition, 16, 283–98.CrossRefGoogle Scholar
Trabasso, T., van den Broek, P., & Suh, S. Y. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1–25.CrossRefGoogle Scholar
van Berkum, J. J. A., Hagoort, P., & Brown, C. M. (1999). Semantic integration of sentences and discourse: evidence from the N400. Journal of Cognitive Neuroscience, 11, 657–71.Google ScholarPubMed
van Dijk, T. A., & Kintsch, W. (1983). Strategies of Discourse Comprehension. New York: Academic Press.Google Scholar
Wason, P. C., & Jones, S. (1963). Negatives: denotation and connotation. British Journal of Psychology, 54, 299–307.CrossRefGoogle ScholarPubMed
Wiswede, D., Koranyi, N., Müller, F., Langner, O., & Rothermund, K. (2012). Validating the truth of propositions: behavioral and ERP indicators of truth evaluation processes. Social Cognitive and Affective Neuroscience. Advance access, published April 17, 2012.Google Scholar
Yang, C. L., Perfetti, C. A., & Schmalhofer, F. (2007). Event-related potential indicators of text integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 55–89.Google ScholarPubMed
Zwaan, R.A., (1994). Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 920–33.Google Scholar
Zwaan, R. A., & Madden, C. J. (2004). Updating situation models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 283–88.Google ScholarPubMed
Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation-model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386–97.Google Scholar
Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–85.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×