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Journal of Cognition and Development Volume 16, 2015 - Issue 2
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Articles

Children's and Adults’ Ability to Build Online Emotional Inferences During Comprehension of Audiovisual and Auditory Texts

Anna Katharina DiergartenUniversity of Würzburg, GermanyCorrespondence[email protected]
&
Gerhild NiedingUniversity of Würzburg, Germany
Pages 381-406 | Published online: 08 May 2015

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Jolien M. Mouw, Linda Van Leijenhorst, Nadira Saab, Marleen S. Danel & Paul van den Broek. (2019) Contributions of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology 16:1, pages 66-81.
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Wienke Wannagat, Gesine Waizenegger, Juliane Hauf & Gerhild Nieding. (2018) Mental Representations of the Text Surface, the Text Base, and the Situation Model in Auditory and Audiovisual Texts in 7-, 9-, and 11-Year-Olds. Discourse Processes 55:3, pages 290-304.
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Gerhild Nieding, Peter Ohler, Anna Katharina Diergarten, Thomas Möckel, Günter Daniel Rey & Wolfgang Schneider. (2017) The Development of Media Sign Literacy—A Longitudinal Study With 4-Year-Old Children. Media Psychology 20:3, pages 401-427.
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Marcella Pavias, Paul van den Broek, Marian Hickendorff, Katinka Beker & Linda Van Leijenhorst. (2016) Effects of Social-Cognitive Processing Demands and Structural Importance on Narrative Recall: Differences Between Children, Adolescents, and Adults. Discourse Processes 53:5-6, pages 488-512.
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Articles from other publishers (18)

Natalia Walter. (2023) Korzystanie z audiobooków w edukacji elementarnej: studium perspektywy nauczyciela. Studia z Teorii Wychowania XIV:4 (45), pages 199-215.
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Tami Sabag-Shushan & Tami Katzir. (2023) Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing.
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Heather Ness-Maddox, Sarah E. Carlson, Amanda C. Dahl, Patrick C. Kennedy, Mark L. Davison, Ben Seipel & Virginia Clinton-Lisell. (2023) Emotional factors of causal coherence in text comprehension. Contemporary Educational Psychology 72, pages 102141.
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Anisha Singh & Patricia A. Alexander. (2022) Audiobooks, Print, and Comprehension: What We Know and What We Need to Know. Educational Psychology Review 34:2, pages 677-715.
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Lihua ZHAO, Yunmei YANG & Jing LI. (2022) The relationship between children’s reading and theory of mind. Advances in Psychological Science 30:1, pages 65-76.
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家慧 林. (2022) Situation Model Construction of Primary School Children’s Text Reading. Advances in Psychology 12:03, pages 815-821.
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Nora Heyne, Maximilian Pfost & Hanna Maria Heiler. (2021) Affektive Perspektivenübernahme beim Verstehen literarischer Texte im Grundschulalter und ihre Bedeutung für Leseeinstellungen und Textverstehen. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research 16:4-2021, pages 496-509.
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Daniel Guilbert, Naomi Sweller & Penny Van Bergen. (2021) Emotion and gesture effects on narrative recall in young children and adults. Applied Cognitive Psychology 35:4, pages 873-889.
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Reima Al-Jarf. (2021) MOBILE AUDIOBOOKS, LISTENING COMPREHENSION AND EFL COLLEGE STUDENTS. International Journal of Research -GRANTHAALAYAH 9:4, pages 410-423.
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Dilek Altun. (2020) Twice Upon a Mind: Preschoolers’ Narrative Processing of Electronic and Printed Stories. Early Childhood Education Journal 49:2, pages 349-359.
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Juliane E. K. Hauf, Gerhild Nieding & Benedikt T. Seger. (2020) The development of dynamic perceptual simulations during sentence comprehension. Cognitive Processing 21:2, pages 197-208.
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Jazmín Cevasco & Paul van den Broek. (2019) Contributions of Causality Processing Models to the Study of Discourse Comprehension and the Facilitation of Student Learning. Psicología Educativa 25:2, pages 159-168.
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Rebecca A. Dore, Steven J. Amendum, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2018) Theory of Mind: a Hidden Factor in Reading Comprehension?. Educational Psychology Review 30:3, pages 1067-1089.
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Nathalie Blanc & Guy Quenette. (2017) La production d’inférences émotionnelles entre 8 et 10 ans : quelle méthodologie pour quels résultats ?. Enfance N° 4:4, pages 503-511.
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Wienke Wannagat, Gesine Waizenegger & Gerhild Nieding. (2017) Multi-level mental representations of written, auditory, and audiovisual text in children and adults. Cognitive Processing 18:4, pages 491-504.
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Anna Katharina Diergarten, Thomas Möckel, Gerhild Nieding & Peter Ohler. (2017) The impact of media literacy on children's learning from films and hypermedia. Journal of Applied Developmental Psychology 48, pages 33-41.
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Anna Katharina Diergarten & Gerhild Nieding. (2016) Online emotional inferences in written and auditory texts: a study with children and adults. Reading and Writing 29:7, pages 1383-1407.
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Reima Al-Jarf. (2021) Mobile Audiobooks, Listening Comprehension and EFL College Students. SSRN Electronic Journal.
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