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Learning and Comprehension of Text

https://doi.org/10.2307/328249
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Text Analysis: Macro- and Microstructural Aspects of Discourse Processing
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Text understanding — A self-organizing cognitive process
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Children's control of computer-based reading assistance in answering synthesis questions
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Domain expertise and knowledge acquisition from “nonlinear” expository text
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Causal relatedness and importance of story events
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Causal thinking and the representation of narrative events
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Strategies for the allocation of short-term memory during comprehension
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Memory for embedded and sequential story structures
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Degree of causal relatedness and memory
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The effects of causal relations and hierarchical position on the importance of story statements
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Causal reasoning in the comprehension of simple narrative texts
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Knowledge of goals and plans in the on-line narration of events
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Learning to use a word processor with concurrent computer-assisted instruction
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Intervention in comprehension and memory strategies: Knowledge and use of text structure
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Working alone and working together: Individual differences in the effects of collaboration on learning handicapped students' writing
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Memory for Meaning and Surface Memory
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Writing
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THE SEARCH AFTER MEANING: COMPREHENSION AND COMPREHENSION MONITORING
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SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES
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VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES
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IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT
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Reading Comprehension Failure in Children
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Reading for comprehension: the contribution of decoding, linguistic and cognitive skills
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Construcción de causalidad y contracausalidad en sujetos con distinto nivel educativo
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Referential cohesion and logical coherence of narration after closed head injury
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Understanding text after severe closed-head injury: Assessing inferences and memory operations with a think-aloud procedure☆
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Developing a reading comprehension intervention: Translating cognitive theory to educational practice
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The interplay of reader goals, working memory, and text structure during reading
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Constructing mental representation of reference by feedback in a computer system
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Examining the relationship between online chatting and PISA reading literacy trends (2000-2018)
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Episodic development in preschool children's play-prompted and direct-elicited narratives
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Understanding the glue of narrative structure: Children's on- and off-line inferences about characters’ goals
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What matters in scientific explanations: Effects of elaboration and content
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(Pea)nuts and bolts of visual narrative: Structure and meaning in sequential image comprehension
inferred← citeshttps://doi.org/10.1016/j.csl.2010.04.003openalex-snapshot
The user model-based summarize and refine approach improves information presentation in spoken dialog systems
inferred← citeshttps://doi.org/10.1016/j.cub.2021.09.013openalex-snapshot
The hippocampus constructs narrative memories across distant events
inferred← citeshttps://doi.org/10.1016/j.dss.2004.11.017openalex-snapshot
Beyond keyword and cue-phrase matching: A sentence-based abstraction technique for information extraction
inferred← citeshttps://doi.org/10.1016/j.erss.2017.06.006openalex-snapshot
Narrative: An ontology, epistemology and methodology for pro-environmental psychology research
inferred← citeshttps://doi.org/10.1016/j.ijhcs.2003.12.002openalex-snapshot
Automatic discourse structure detection using shallow textual continuity
inferred← citeshttps://doi.org/10.1016/j.jml.2005.04.003openalex-snapshot
Predilections for narrative outcomes: The impact of story contexts and reader preferences
inferred← citeshttps://doi.org/10.1016/j.langsci.2017.01.002openalex-snapshot
Mental Time Travel and language evolution: a narrative account of the origins of human communication
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2004.01.001openalex-snapshot
Effects of topic headings on text processing: evidence from adult readers’ eye fixation patterns
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2011.11.004openalex-snapshot
The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information
inferred← citeshttps://doi.org/10.1016/j.lindif.2007.07.005openalex-snapshot
Motivational components of self-regulated learning and reading strategy use in university students: The role of goal orientation patterns
inferred← citeshttps://doi.org/10.1016/j.lindif.2011.11.017openalex-snapshot
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders
inferred← citeshttps://doi.org/10.1016/j.psfr.2005.12.002openalex-snapshot
L'impact des schémas non analogiques conceptuels dans la compréhension de textes expositifs : stratégies visuelles selon l'expertise
inferred← citeshttps://doi.org/10.1016/j.ridd.2018.10.003openalex-snapshot
A comparison of sighted and visually impaired children’s text comprehension
inferred← citeshttps://doi.org/10.1016/j.stueduc.2021.101101openalex-snapshot
The global rise of online chatting and its adverse effect on reading literacy
inferred← citeshttps://doi.org/10.1016/j.system.2008.05.002openalex-snapshot
Hypermedia reading strategies employed by advanced learners of English
inferred← citeshttps://doi.org/10.1016/j.system.2020.102218openalex-snapshot
New teaching strategies from student teachers’ pedagogical conceptual change in CALL
inferred← citeshttps://doi.org/10.1016/j.tics.2024.04.003openalex-snapshot
The causal structure and computational value of narratives
inferred← citeshttps://doi.org/10.1016/s0065-2407(08)60505-4openalex-snapshot
The Role of Schemata in Children’s Memory
inferred← citeshttps://doi.org/10.1016/s0079-7421(08)60021-3openalex-snapshot
Memory Mechanisms In Text Comprehension
inferred← citeshttps://doi.org/10.1016/s0079-7421(08)60255-8openalex-snapshot
Causal Inferences and The Comprehension of Narrative Texts
inferred← citeshttps://doi.org/10.1016/s0079-7421(08)60547-2openalex-snapshot
The Impact of a Schema on Comprehension and Memory
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)61549-6openalex-snapshot
Text Typologies: A Cognitive Approach
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)61557-5openalex-snapshot
Aspects of Textual Continuity Psycholinguistic Approaches
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)61559-9openalex-snapshot
The Development of Coherence in Narratives by Understanding Intentional Action
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62155-xopenalex-snapshot
11 Visualization by Pictorial Analogies in Understanding Expository Text 1
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62732-6openalex-snapshot
The Generation of Knowledge - Based Inferences During Narrative Comprehension
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62739-9openalex-snapshot
Structural Inferences in Reading and Listening
inferred← citeshttps://doi.org/10.1016/s0193-3973(99)80055-0openalex-snapshot
Improving 5-year-olds' narrative recall and comprehension
inferred← citeshttps://doi.org/10.1016/s0273-2297(03)00009-1openalex-snapshot
Aging and the remembering of text
inferred← citeshttps://doi.org/10.1016/s0364-0213(86)80012-xopenalex-snapshot
Grammatical Morphemes and Conceptual Structure in Discourse Processing
inferred← citeshttps://doi.org/10.1016/s0742-051x(03)00018-0openalex-snapshot
Reciprocal Teaching procedures and principles: two teachers’ developing understanding
inferred← citeshttps://doi.org/10.1016/s0885-2006(97)90021-1openalex-snapshot
Psychological causation and goal-based episodes: Low-income children's emerging narrative skills
inferred← citeshttps://doi.org/10.1016/s0885-2006(99)80036-2openalex-snapshot
Reading a tale of deception, learning a theory of mind?
inferred← citeshttps://doi.org/10.1016/s0885-2014(00)00017-4openalex-snapshot
Young children's storybooks as a source of mental state information
inferred← citeshttps://doi.org/10.1016/s0885-2014(86)80014-4openalex-snapshot
Young children's mental models determine analogical transfer across problems with a common goal structure
inferred← citeshttps://doi.org/10.1016/s0959-4752(97)00001-7openalex-snapshot
Cooperative learning and the appropriation of procedural knowledge by primary school children
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