The Role of the Establishment of Causal Connections and the Modality of Presentation of Discourse in the Generation of Emotion Inferences by Argentine College Students

References

• Allbritton, D., McKoon, G., & Ratcliff, R. (1996). Reliability of prosodic breaks for resolving syntactic ambiguity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(3), 714–735. doi:10.1023/A:1010443001646
   PubMed Web of Science ®Google Scholar
• Auster, P. (1982). The invention of solitude. Rhode Island: Sun Press.
   Google Scholar
• Banse, R., & Scherer, K. R. (1996). Acoustic profiles in vocal emotion expression. Journal of Personality and Social Psychology, 70(3), 614–636. doi:10.1037/0022-3514.70.3.614
   PubMed Web of Science ®Google Scholar
• Beker, K., Jolles, D., & van den Broek, P. W. (2017). Meaningful learning from texts: The construction of knowledge representations. In J. A. León & I. Escudero (Eds.), Reading comprehension in educational settings (pp. 29–62). Studies in written language and literacy no. 16. Amsterdam, The Netherlands: John Benjamins Publishing Company. doi:10.1075/swll.16.02bek
   Google Scholar
• Bohn-Gettler, C. (2019). Getting a grip: The PET framework for studying how reader emotions influence comprehension. Discourse Processes, 56 (5–6), 386–401. doi:10.1080/0163853X.2019.1611174
   Web of Science ®Google Scholar
• Brennan, S., & Schober, M. (2001). How listeners compensate for disfluencies in spontaneous speech. Journal of Memory and Language, 44(2), 274–296. doi:10.1006/jmla.2000.2753
   Web of Science ®Google Scholar
• Cevasco, J., Molinari, C., & Barreyro, J. P. (2008). El rol de la estructura causal del texto en la generacieración de inferencias emocionales, [The role of the causal structure of the text in the generation of emotion inferences]. Perspectivas en Psicología, 5,40–49.
   Google Scholar
• Cevasco, J., & van den Broek, P. (2008). The importance of causal connections in the comprehension of spontaneous spoken discourse. Psicothema, 20(4), 801–806.
   Google Scholar
• Cevasco, J., Muller, F., & Bermejo, F. (2017). Facilitation of the comprehension of written andspoken discourse. Psychology and Education Journal, 14(2),1–9.
   Google Scholar
• Cevasco, J., Muller, F., & Bermejo, F. (2020). The role of discourse marker presence, Causal connectivity and prior knowledge in the compehension of topic shifts. Current Psychology, 39,1072–1085. doi:10.1007/s12144-018-9828-4
   Google Scholar
• Cevasco, J., & van den Broek, P. (2013). Studies on the establishment of connections among spoken statements: What can they contribute to the promotion of students’ construction of a coherent discourse representation? Psicología Educativa, 19,67–74. doi:10.5093/ed2013a12
   Google Scholar
• Cevasco, J., & van den Broek, P. (2013, July 16-18). The role of adversative connectives and causal connections in the recall and recognition of written and spoken discourse.[Poster presentation] 22nd Annual Meeting of the Society for Text and Discourse. Valencia: Spain.
   Google Scholar
• Cevasco, J., & van den Broek, P. (2016). The effect of filled pauses on the processing of the surface form and the establishment of causal connections during the comprehension of spoken expository discourse. Cognitive Processing, 17,185–194. doi:10.1007/s10339-016-0755-8
   Google Scholar
• Cevasco, J., & van den Broek, P. (2017). The importance of causality processing in the comprehension of spontaneous spoken discourse. Ciencia Cognitiva, 11, 43–45.
   Google Scholar
• Cevasco, J., & van den Broek, P. (2019). Contributions of causality processing models to the study of discourse comprehension and the facilitation of student learning. Psicología Educativa, 25(2), 159–167. doi:10.5093/psed2019a8
   Google Scholar
• Chronaki, G., Garner, M., Hadwin, J. A., Thompson, M. J., Chin, C. Y., & Sonuga-Barke, E. S. (2015). Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 21(1), 25–40. doi:10.1080/09297049.2013.863273
   PubMed Web of Science ®Google Scholar
• Chronaki, G., Wigelsworth, M., Pell, M. D., & Kotz, S. A. (2018). The development of crosscultural recognition of vocal emotion during childhood and adolescence. Scientific Reports, 8(1), 1–17. doi:10.1038/s41598-018-26889
   PubMed Web of Science ®Google Scholar
• Cornew, L., Carver, L., & Love, T. (2009). There's more to emotion than meets the eye: A processing bias for neutral content in the domain of emotional prosody. Cognition & Emotion, 24(7), 1133–1152. doi:10.1080/02699930903247492
   PubMed Web of Science ®Google Scholar
• Corley, M., & Hartsuiker, R. J. (2011). Why um helps auditory word recognition: The temporal delay hypothesis. PLoS One, 6, 79–92. doi:10.1371/journal.pone.0019792.
   Web of Science ®Google Scholar
• Cutler, A., Dahan, D., & van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40(2), 141–201. doi:10.1177/002383099704000203
   PubMed Web of Science ®Google Scholar
• DeVega, M., Diaz, J. M., & Leon, I. (1997). To know or not to know: Comprehending protagonists' beliefs and their emotional consequences. Discourse Processes, 23, 169–192. doi:10.1080/01638537709544988
   Web of Science ®Google Scholar
• DeVega, M., León, I., & Díaz, J. M. (1996). The representation of changing emotions in reading comprehension. Cognition & Emotion, 10(3), 303–321. doi:10.1080/026999396380268
   Web of Science ®Google Scholar
• Espin, C., Cevasco, J., van den Broek, P., Becker, S., & Gersten, R. (2007). History as narrative: the nature and quality of historical understanding for students with learning disabilities. Journal of Learning Disabilities. 40(2),174–182. doi:10.1177/00222194070400020801
   Google Scholar
• Ferreira, F., & Anes, M, (1994). Why study spoken language processing? In M. Gernsbacher, Handbook of Psycholinguistics. Cambridge, MA: Academic Press.
   Google Scholar
• Fox Tree, J.E. (1995). The effects of false starts and repetitions on the processing of subsequent words in spontaneous speech. Journal of Memory and Language, 34(6), 709–738. doi:10.1006/jmla.1995.1032
   Web of Science ®Google Scholar
• Fox Tree, J. (2001). Listeners' uses of um and uh in speech comprehension. Memory & Cognition, 29(2), 320–326. doi:10.3758/bf03194926
   PubMed Web of Science ®Google Scholar
• Fraundorf, S. H., & Watson, D. G. (2011). The disfluent discourse: Effects of filled pauses on recall. Journal of Memory and Language, 65(2), 161–175. doi:10.1016/j.jml.2011.03.004
   PubMed Web of Science ®Google Scholar
• Fraundorf, S. H., Watson, D. G., & Benjamin, A. S. (2012). The effects of age on the strategic use of pitch accents in memory for discourse: A processing-resource account. Psychology and Aging, 27(1), 88–98. doi:10.1037/a0024138
   PubMed Web of Science ®Google Scholar
• Gernsbacher, M. A., Goldsmith, H. H., & Robertson, R. R. W. (1992). Do readers mentally represent characters' emotional states? Cognition & Emotion, 6(2), 89–111. doi:10.1080/02699939208411061
   PubMed Web of Science ®Google Scholar
• Gernsbacher, M. A., Hallada, B. M., & Robertson, R. R. W. (1998). How automatically do readers infer fictional characters' emotional states? Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading, 2(3), 271–300. doi:10.1207/s1532799xssr0203_5
   PubMedGoogle Scholar
• Gernsbacher, M. A., & Robertson, R. R. (1992). Knowledge activation versus sentence mapping when representing fictional Characters' Emotional States. Language and Cognitive Processes, 7(3–4), 353–371. doi:10.1080/01690969208409391
   PubMed Web of Science ®Google Scholar
• Gillespie, M. (2010, December 1). The impostor show. Rock and pop radio. Retrieved from: http://www.falsoimpostor.fmrockandpop.com/.
   Google Scholar
• Gillioz, C., & Gygax, P. (2017). The specificity of emotion inferences as a function of emotional contextual support. Discourse Processes, 54(1), 1–8. doi:10.1080/0163853X.2015.1095597
   Web of Science ®Google Scholar
• Gillioz, C., Gygax, P., & Tapiero, I. (2012). Individual differences and emotional inferences during reading comprehension. Canadian Journal of Experimental Psychology = Revue Canadienne de Psychologie Experimentale, 66(4), 239–250. doi:10.1037/a0028625
   PubMed Web of Science ®Google Scholar
• Goldman, S. R., & Varnhagen, C.K. (1986). Memory for embedded and sequential episodes in stories. Journal of Memory and Language, 25(4), 401–418. doi:10.1016/0749-596X(86)90034-3
   Web of Science ®Google Scholar
• Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In H. van Oosten-Dorp & R. A. Zwaan (Eds.), Naturalistic text comprehension (pp. 9–33).
   Google Scholar
• Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371–395. doi:10.1037/0033-295x.101.3.371
   PubMed Web of Science ®Google Scholar
• Gygax, P., & Gillioz, C. (2015). Emotion inferences during reading: Going beyond the tip of the iceberg. In E. J. O’Brien, A. E., Cook, & R. F. Lorch (Eds.). Inferences during reading. Cambridge, England: Cambridge University Press.
   Google Scholar
• Gygax, P., Oakhill, J., & Garnham, A. (2003). The representation of characters' emotional responses: Do readers infer specific emotions? Cognition & Emotion, 17(3), 413–428. doi:10.1080/02699930244000048
   PubMed Web of Science ®Google Scholar
• Gygax, P., Tapiero, I., & Carruzzo, E. (2007). Emotion inferences during reading comprehension: What evidence can the self-pace reading paradigm provide? Discourse Processes, 44(1), 33–50. doi:10.1080/01638530701285564
   Web of Science ®Google Scholar
• Gygax, P. M., Garnham, A., & Oakhill, J. (2004). Inferring characters’ emotional states: Can readers infer specific emotions? Language and Cognitive Processes, 19(5), 613–638. doi:10.1080/01690960444000016
   Web of Science ®Google Scholar
• Kahng, J. (2018). The effect of pause location on perceived fluency. Applied Psycholinguistics, 39(3), 569–591. doi:10.1017/S0142716417000534
   Web of Science ®Google Scholar
• Karlsson, J., Jolles, D., Koornneef, A., van den Broek, P., & Van Leijenhorst, L. (2019). Individual differences in children's comprehension of temporal relations: Dissociable contributions of working memory capacity and working memory updating. Journal of Experimental Child Psychology, 185, 1–18. doi:10.1016/j.jecp.2019.04.007
   PubMed Web of Science ®Google Scholar
• Komeda, H., & Kusumi, T. (2006). The effect of a protagonist's emotional shift on situation model construction. Memory & Cognition, 34(7), 1548–1556. doi:10.3758/bf03195918
   PubMed Web of Science ®Google Scholar
• Kraal, A., van den Broek, P., Koornneef, A., Ganushchak, L., & Saab, N. (2019). Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements. Learning and Individual Differences, 74, e101752. doi:10.1016/j.lindif.2019.101752
   Web of Science ®Google Scholar
• Kraljic, T., & Brennan, S. (2005). Prosodic disambiguation of syntactic structure: For the speaker or for the addressee? Cognitive Psychology, 50(2), 194–231. doi:10.1016/j.cogpsych.2004.08.002
   PubMed Web of Science ®Google Scholar
• Ladd, D. R. (2008). Intonational phonology (2nd ed.). Cambridge, England: Cambridge University Press.
   Google Scholar
• Lee, E.-K., & Fraundorf, S. H. (2017). Effects of contrastive accents in memory for L2 discourse. Bilingualism: Language and Cognition, 20(5), 1063–1079. doi:10.1017/S1366728916000638
   Web of Science ®Google Scholar
• London, J. (1903). The call of the wild. New York, NY: Macmillan.
   Google Scholar
• Mackie, J. L. (1980). The cement of the universe: A study of causation. Oxford, UK: Clarendon Press.
   Google Scholar
• Mouw, J. M., van Leijenhorst, L., Saab, N., Danel, M. S., & van den Broek, P. (2017). Contributions of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology, 14, 1–16. doi:10.1080/17405629.2017.1334548
   Web of Science ®Google Scholar
• Molinari Marotto, C., Barreyro, J.P., Cevasco, J. & van den Broek. (2011). Generation of emotional inferences during the reading of narratives: using the Landscape model to simulate comprehension. Psychological Writings, 4(1), 9–17. doi:10.5231/psy
   Google Scholar
• O'Brien, E. J., & Myers, J. L. (1987). The role of causal connections in the retrieval of text. Memory & Cognition, 15, 419–427. doi:10.3758/BF03197731
   PubMed Web of Science ®Google Scholar
• Pavias, M., van den Broek, P. W., Hickendorff, M., Beker, K., & van Leijenhorst, L. (2016). Effects of social-cognitive processing demands and structural importance on narrative recall: Differences between children, adolescents, and adults. Discourse Processes, 53(5–6), 488–512. doi:10.1080/0163853X.2016.1171070
   Web of Science ®Google Scholar
• Pell, M. D., Jaywant, A., Monetta, L., & Kotz, S. A. (2011). Emotional speech processing: Disentangling the effects of prosody and semantic cues. Cognition & Emotion, 25(5), 834–853. doi:10.1080/02699931.2010.516915
   PubMed Web of Science ®Google Scholar
• Pell, M. D., & Kotz, S. A. (2011). On the time course of vocal emotion recognition. PLoS One, 6(11), e27256. doi:10.1371/journal.pone.0027256
   PubMed Web of Science ®Google Scholar
• Pell, M. D., Paulmann, S., Dara, C., Alasseri, A., & Kotz, S. A. (2009). Factors in the recognition of vocally expressed emotions: A comparison of four languages. Journal of Phonetics, 37(4), 417–435. doi:10.1016/j.wocn.2009.07.005
   Web of Science ®Google Scholar
• Radvansky, G., Tamplin, A., Armendarez, J., & Thompson, A. (2014). Different kinds of causality in event cognition. Discourse Processes, 51(7), 601–618. doi:10.1080/0163853X.2014.903366
   Web of Science ®Google Scholar
• Rigoulot, S., Wassiliwizky, E., & Pell, M. D. (2013). Feeling backwards? How temporal order in speech affects the time course of vocal emotion recognition. Frontiers in Psychology, 4, 314–367. doi:10.3389/fpsyg.2013.00367
   PubMed Web of Science ®Google Scholar
• Roll, M., Horne, M., & Lindgren, M. (2011). Activating without inhibiting: Left-edge boundary tones and syntactic processing. Journal of Cognitive Neuroscience, 23(5), 1170–1179. doi:10.1162/jocn.2010.21430
   PubMed Web of Science ®Google Scholar
• Schwartz, R., & Pell, M.D. (2012). Emotional speech processing at the intersection of prosody and semantics. PLoS One, 7(10), e47279. doi:10.1371/journal.pone.0047279
   PubMed Web of Science ®Google Scholar
• Sparks, J. R., & Rapp, D. N. (2010). Discourse processing-examining our everyday language experiences. Wiley Interdisciplinary Reviews. Cognitive Science, 1(3), 371–381. doi:10.1002/wcs.11
   PubMed Web of Science ®Google Scholar
• Speer, S., & Blodgett, A. (2006). Prosody. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed., pp. 505–537). Cambridge, MA: Academic Press.
   Google Scholar
• Stein, N.L., & Trabasso, T. (1992). The organization of emotional experience: Creating links among emotion, thinking, language, and intentional action. Cognition and Emotion, 6(3–4), 225–244. doi:10.1080/02699939208411070
   Web of Science ®Google Scholar
• Tooley, K. M., Konopka, A. E., & Watson, D. G. (2018). Assessing priming for prosodic representations: Speaking rate, intonational phrase boundaries, and pitch accenting. Memory & Cognition, 46(4), 625–641. doi:10.3758/s13421-018-0789-5
   PubMed Web of Science ®Google Scholar
• Trabasso, T., & Sperry, L.L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24(5), 595–611. doi:10.1016/0749-596X(85)90048-8.
   Web of Science ®Google Scholar
• Trabasso, T., & van den Broek, R. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24(5), 612–630. doi:10.1016/0749-596X(85)90049-X
   Web of Science ®Google Scholar
• Trevors, G., Kendeou, P., & Butterfuss, R. (2017). Emotions in knowledge revision. Discourse Processes, 54 (5–6), 406–426. doi:10.1080/0163853X.2017.1312201
   Web of Science ®Google Scholar
• van den Broek, P. (1990). The causal inference maker: Towards a process of inference generation in text comprehension. In D. A. Balota, G. B. Flores d’Arcais, & K. En Rayner (Eds.), Comprehension processes in reading (pp. 423–446). Hillsdale, NJ: Erlbaum.
   Google Scholar
• van den Broek, P. (1994). Comprehension and memory of narrative texts: Inferences and coherences. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 539–588). Cambridge, MA: Academic Press.
   Google Scholar
• van den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science (New York, N.Y.), 328(5977), 453–456. doi:10.1126/science.1182594
   PubMed Web of Science ®Google Scholar
• van den Broek, P., & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes, 54(5–6), 313–360. doi:10.1080/0163853X.2017.1306677
   Web of Science ®Google Scholar
• van den Broek, P., Lorch, R. F., Jr., Linderholm, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081–1087. doi:10.3758/bf03206376
   PubMed Web of Science ®Google Scholar
• van den Broek, P., & Trabasso, T. (1986). Causal network versus goal hierarchies in summarizing text. Discourse Processes, 9(1), 1–15. doi:10.1080/01638538609544628
   Web of Science ®Google Scholar
• Wagner, M., & Watson, D. G. (2010). Experimental and theoretical advances in prosody: A review. Language and Cognitive Processes, 25(7–9), 905–945. doi:10.1080/01690961003589492
   PubMed Web of Science ®Google Scholar
• Zwaan, R. A., & Rapp, D. N. (2006). Discourse comprehension. In M. A. Gernsbacher & M. J. Traxler (Eds.), Handbook of psycholinguistics (2nd ed., pp. 725–764). Cambridge, MA: Academic Press.
   Google Scholar