1,432
Views
23
CrossRef citations to date
0
Altmetric
Reviews

An Integrated Cognitive Theory of Comprehension

ORCID Icon

References

  • Aryadoust, V. (2015). Fitting a mixture Rasch model to EFL listening tests: The role of cognitive and background variables in explaining latent differential item functioning. International Journal of Testing, 15, 216–238. doi:10.1080/15305058.2015.1004409
  • Aryadoust, V. (2017, October). Teaching and assessing reading comprehension to improve literacy: An integrated model and its application. Keynote speech presented at English Literacy Pedagogy in 21st Century: Striving for Multiple Literacies in Classroom Practices, Indonesia.
  • Aryadoust, V., & Baghaei, P. (2016). Does EFL readers’ lexical and grammatical knowledge predict their reading ability? Insights from a perceptron artificial neural network study. Educational Assessment, 21, 135–156. doi:10.1080/10627197.2016.1166343
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford, England: Oxford University Press.
  • Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660. doi:10.1017/S0140525X99532147
  • Barsalou, L. W. (2003). Abstraction in perceptual symbol systems. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1435), 1177–1187. doi:10.1098/rstb.2003.1319
  • Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
  • Beker, K., Jolles, D., Lorch, R. F., Jr., & Van Den Broek, P. (2016). Learning from texts: Activation of information from previous texts during reading. Reading and Writing: An Interdisciplinary Journal, 29, 1161–1178. doi:10.1007/s11145-016-9630-3
  • Bergen, B. K., Lindsay, S., Matlock, T., & Narayanan, S. (2007). Spatial and linguistic aspects of visual imagery in sentence comprehension. Cognitive Science, 31, 733–764. doi:10.1080/03640210701530748
  • Bodie, G. D., Janusik, L. A., & Välikoski, T. R. (2008a). Priorities of listening research. A white paper sponsored by the Research Committee of the International Listening Association. Retrieved from https://www.listen.org/resources/Documents/White_Paper_PrioritiesResearch.pdf
  • Blanc, N., & Tapiero, I. (2002). Consrruire une represenrarion mencale a parrir d’un rexre: le röle des illusrrations er de la connorarion des informarions [Building a mental representation from text: The role of illustrations and connotations of information]. Bulletin de psychologie, 461, 526–534.
  • Bodie, G. D., Pence, M., Rold, M., Chapman, M. D., Lejune, J., & Anzalone, L. (2015). Listening competence in initial interactions II: Applying trait centrality to discover the relative placement of listening competence among implicit competency theories. Communication Studies, 66, 528–548. doi:10.1080/10510974.2015.1039657
  • Bodie, G. D., St. Cyr, K., Pence, M., Rold, M., & Honeycutt, J. (2012). Listening competence in initial interactions I: Distinguishing between what listening is and what listeners do. International Journal of Listening, 26, 1–28. doi:10.1080/10904018.2012.639645
  • Bodie, G. D., Worthington, D. L., Imhof, M., & Cooper, L. (2008b). What would a unified field of listening look like? A proposal linking past perspectives and future endeavors. International Journal of Listening, 22, 103–122. doi:10.1080/10904010802174867
  • Braasch, J. L. G., & Bråten, I. (2017). The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist, 52, 167–181. doi:10.1080/00461520.2017.1323219
  • Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from psychology, linguistics, artificial intelligence and education (pp. 453–482). Hillsdale, NJ: Erlbaum.
  • Buck, G. (2001). Assessing listening. Cambridge, England: Cambridge University Press.
  • Carroll, D. W. (2008). Psychology of language (5th ed.). Belmont, CA: Wadsworth.
  • Church, B. A., & Schacter, D. L. (1994). Perceptual specificity of auditory priming: Implicit memory for voice intonation and fundamental frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 521–533. doi:10.1037/0278-7393.20.3.521
  • Cohen, A. D. (2006). The coming age of research on test-taking strategies. Language Assessment Quarterly, 3, 307–331. doi:10.1080/15434300701333129
  • Cook, A. E., Lassonde, K. A., Splinter, A., Guéraud, S., Steigler, J., & O’Brien, E. J. (2014). The role of relevance in the activation and instantiation of predictive inferences. Language and Cognitive Processes, 29, 244–257. doi:10.1080/01690965.2012.748926
  • Cook, A. E., Myers, J. L., & O’Brien, E. J. (2005). Processing an anaphor when there is no antecedent. Discourse Processes, 39, 101–120. doi:10.1207/s15326950dp3901_4
  • Cook, A. E., & O’Brien, E. J. (2017). Fundamentals of inferencing during reading. Language and Linguistics Compass, 11, e12246. doi:10.1111/lnc3.12246
  • Cutica, I., & Bucciarelli, M. (2008). The deep versus the shallow: Effects of co-speech gestures in learning from discourse. Cognitive Science, 32, 921–935. doi:10.1080/03640210802222039
  • Ericsson, K., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245. doi:10.3758/BF03195739
  • Fincher-Kiefer, R. (2001). Perceptual components of situation models. Memory & Cognition, 29, 336–343. doi:10.3758/BF03194928
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. doi:10.1037/0003-066X.34.10.906
  • Fletcher, C. R., & Bloom, C. P. (1988). Causal reasoning in the comprehension of simple narrative texts. Journal of Memory and Language, 27, 235–244. doi:10.1016/0749-596X(88)90052-6
  • Flowerdew, J. (1994). Research of relevance to second language lecture comprehension: An overview. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 7–30). Cambridge, England: Cambridge University Press.
  • Forster, K. I. (1979). Levels of processing and the structure of the language processor. In W. E. Cooper & E. C. T. Walker (Eds.), Sentence processing: Psycholinguistic studies presented to Merrill Garrett (pp. 27–85). Hillsdale, NJ: Erlbaum.
  • Frauenfelder, U., & Tyler, L. (Eds.). (1987). Spoken word recognition. Cambridge, MA: MIT Press/Bradford Books.
  • Garrod, S., O’Brien, E. J., Morris, R. K., & Rayner, K. (1990). Elaborative inferencing as an active or passive process. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 250–257. doi:10.1037//0278-7393.16.2.250
  • Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum.
  • Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9, 558–565. doi:10.3758/BF03196313
  • Glenberg, A. M., Meyer, M., & Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69−83. doi:10.1016/0749-596X(87)90063-5
  • Glenberg, A. M., & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43(3), 379–401. DOI: 10.1006/jmla.2000.2714
  • Goh, C. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2, 124–147. doi:10.1177/136216889800200203
  • Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188–213. doi:10.1177/0033688208092184
  • Golden, R. M., & Rumelhart, D. E. (1993). A parallel distributed processing model of story comprehension and recall. Discourse Processes, 16, 203–237. doi:10.1080/01638539309544839
  • Goldman, S. R., McCarthy, K. S., & Burkett, C. (2015). Interpretive inferences in literature. In E. J. O’Brien, A. E. Cook, & R. F. Lorch (Eds.), Inferences during reading (pp. 386–415). New York, NY: Cambridge University Press. doi:10.1017/9781107279186.018
  • Graesser, A. C. (2007). An introduction to strategic reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies: Theory, interventions, and technologies (pp. 3–26). Mahwah, NJ: Erlbaum.
  • Graesser, A. C., & Clark, L. F. (1985). The structures and procedures of implicit knowledge. Norwood, NJ: Ablex.
  • Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. doi:10.1037/0033-295X.101.3.371
  • Guéraud, S., Blanc, N., & Tapiero, I. (2001). Inhibition et Suppression : Mise en évidence de l’existence de ces deux mécanismes en compréhension de texte. Congrès du Centenaire de la Société Française de Psychologie, Paris (France).
  • 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 (pp. 122–139). New York, NY: Cambridge University Press. doi:10.1017/9781107279186.007
  • Gygax, P., Oakhill, J., & Garnham, A. (2003). The representation of characters’ emotional responses: Do readers infer specific emotions? Cognition and Emotion, 17(3), 413–428. DOI: 10.1080/02699930244000048
  • Havas, D. A., Glenberg, A. M., & Rinck, M. (2007). Emotion simulation during language comprehension. Psychonomic Bulletin and Review, 14, 436–441. doi:10.3758/BF03194085
  • Hildyard, A., & Olson, D. (1978). Memory and inference in the comprehension of oral and written discourse. Discourse Processes, 1, 91–107. doi:10.1080/01638537809544431
  • Hirsch, C. R., & Holmes, E. A. (2007). Mental imagery in anxiety disorders. Psychiatry, 6, 161−165. doi:10.1016/j.mppsy.2007.01.005
  • Holmes, E. A., Lang, T. J., & Shah, D. M. (2009). Developing interpretation bias modification as a ‘cognitive vaccine’ for depressed mood—Imagining positive events makes you feel better than thinking about them verbally. Journal of Abnormal Psychology, 118, 76−88. doi:10.1037/a0012590
  • Holmes, E. A., & Mathews, A. (2005). Mental imagery and emotion: A special relationship? Emotion, 5, 489−497. doi:10.1037/1528-3542.5.4.489
  • Holmes, E. A., & Mathews, A. (2010). Mental imagery in emotion and emotional disorders. Clinical Psychology Review, 30, 349–362. doi:10.1016/j.cpr.2010.01.001
  • Holmes, E. A., Mathews, A., Mackintosh, B., & Dalgleish, T. (2008). The causal effect of mental imagery on emotion assessed using picture-word cues. Emotion, 8, 395−409. doi:10.1037/1528-3542.8.3.395
  • Horton, W. S., & Rapp, D. N. (2003). Out of sight, out of mind: Occlusion and the accessibility of information in narrative comprehension. Psychonomic Bulletin & Review, 10, 104–110. doi:10.3758/BF03196473
  • Imhof, M. (2010). The cognitive psychology of listening. In A. D. Wolvin (Ed.), Listening and human communication in the 21st century (pp. 97–126). Boston, MA: Blackwell.
  • Janusik, L. A. (2007). Building listening theory: The validation of the conversational listening span. Communication Studies, 58, 139–156. doi:10.1080/10510970701341089
  • Jongman, A., Wang, Y., & Kim, B. H. (2003). Contributions of semantic and facial information to perception of nonsibilant fricatives. Journal of Speech, Language, and Hearing Research, 46, 1367–1377. doi:10.1044/1092-4388(2003/106)
  • Joyce, H. S., & Slade, D. (2000). The nature of casual conversation: Implications for teaching. In H. S. Joyce (Ed.), Teachers’ voice 6: Teaching casual conversation (pp. viii–xv). Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University.
  • Kaup, B., & Zwaan, R. A. (2003). Effects of negation and situational presence on the accessibility of text information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 439–446. doi:10.1037/0278-7393.29.3.43
  • Keefe, D. E., & McDaniel, M. A. (1993). The time course and durability of predictive inferences. Journal of Memory and Language, 32, 446–463. doi:10.1006/jmla.1993.1024
  • 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, 115–126. doi:10.1016/S0022-5371(84)90082-3
  • Kendeou, P., & O’Brien, E. J. (2014). The knowledge revision components (KReC) framework: Processes and mechanisms. In D. N. Rapp & J. L. G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. Cambridge, MA: MIT Press.
  • Kerlinger, F. N. (1986). Foundations of behavioral research (3rd ed.). New York, NY: Holt, Rinehart, & Winston.
  • Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163–182. doi:10.1037/0033-295X.95.2.163
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
  • Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394. doi:10.1037/0033-295X.85.5.363
  • Kintsch, W., & Welsch, D. M. (1991). The construction-integration model: A framework for studying memory for text. In W. E. Hockley & S. Lewandowsky (Eds.), Relating theory and data: Essays on human memory (pp. 363–367). Hillsdale, NJ: Erlbaum.
  • Kosslyn, S. M. (1999). Image and brain: The resolution of the imagery debate. Cambridge, MA: MIT Press.
  • Kosslyn, S. M., Ganis, G., & Thompson, W. L. (2001). Neural foundations of imagery. Nature Reviews: Neuroscience, 2, 635−642. doi:10.1038/35090055
  • Kosslyn, S. M., & Thompson, W. L. (2003). When is early visual cortex activated during visual mental imagery? Psychological Bulletin, 129, 723−746. doi:10.1038/3509005510.1037/0033-2909.129.5.723
  • Lahiri, A., & Marslen-Wilson, W. D. (1992). Lexical processing and phonological representation. In G. J. Docherty & D. R. Ladd (Eds.), Papers in laboratory phonology II: Gesture, segment, prosody (pp. 229–254). Cambridge, England: Cambridge University Press.
  • Lassonde, K. A., & O’Brien, E. J. (2009). Contextual specificity in the activation of predictive inferences. Discourse Processes, 46, 426–438. doi:10.1080/01638530902959620
  • Lea, R. B., Mulligan, E. J., & Walton, J. L. (2005). Accessing distant premise information: How memory feeds reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 387–395. doi:10.1037/0278-7393.31.3.387
  • Leinenger, M. (2014). Phonological coding during reading. Psychological Bulletin, 140, 1534–1555. doi:10.1037/a0037830
  • Linderholm, T. (2002). Predictive inference generation as a function of working memory capacity and causal text constraints. Discourse Processes, 34, 259–280. doi:10.1207/S15326950DP3403_2
  • Linderholm, T., & Van Den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778–784. doi:10.1037/0022-0663.94.4.778
  • List, A., & Alexander, P. A. (2017). Cognitive affective engagement model of multiple source use. Educational Psychologist, 52, 182–199. doi:10.1080/00461520.2017.1329014
  • Magliano, J., Radvansky, G. A., & Copeland, D. E. (2007). Beyond language comprehension: Situation models as a form of autobiographical memory. In F. Schmalhofer & C. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 379–391). Mahwah, NJ: Erlbaum.
  • Magliano, J. P., Miller, J., & Zwaan, R. A. (2001). Indexing space and time in film understanding. Applied Cognitive Psychology, 15, 533–545. doi:10.1002/acp.724
  • Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151. doi:10.1016/0010-0285(77)90006-8
  • Marslen-Wilson, W. (1984). Function and process in spoken word recognition. In H. Bouma & D. G. Bouwhuis (Eds.), Attention and performance X: Control of language processes (pp. 125–150). Hillsdale, NJ: Erlbaum.
  • Marslen-Wilson, W., & Welsh, A. (1978). Processing interactions and lexical access during word recognition in continuous speech. Cognitive Psychology, 10, 29–63. doi:10.1016/0010-0285(78)90018-X
  • Mason, R. A., & Just, M. A. (2004). How the brain processes causal inferences in text: A multiple process theory of language function in both hemispheres. Psychological Science, 15, 1–7. doi:10.1111/j.0963-7214.2004.01501001.x
  • McClelland, J. L., & Rumelhart, D. E. (1988). A simulation-based tutorial system for exploring parallel distributed processing. Behavior Research Methods, Instruments, & Computers, 20, 263–275. doi:10.3758/BF03203842
  • McKoon, G., & Ratcliff, R. (1980). The comprehension processes and memory structures involved in anaphoric reference. Journal of Verbal Learning and Verbal Behavior, 19, 668–682. doi:10.1016/S0022-5371(80)90355-2
  • McKoon, G., & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440–466. doi:10.1037/0033-295X.99.3.440
  • McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1–30. doi:10.1207/s15326950dp3801_1
  • McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.
  • McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of Learning and Motivation, 51, 297–384. doi:10.1016/S0079-7421(09)51009-2
  • Morton, J. (1982). Disintegrating the lexicon: An information processing approach. In J. Mehler, E. Walker, & M. Garrett (Eds.), On mental representation. Hillsdale, NJ: Erlbaum.
  • O’Brien, E. J., & Cook, A. E. (2016). Coherence threshold and the continuity of processing: The RI‐Val model of comprehension. Discourse Processes, 53, 326–338. doi:10.1080/0163853X.2015.1123341
  • O’Brien, E. J., Cook, A. E., & Lorch, R. F. (2015). Inferences during reading. New York, NY: Cambridge University Press.
  • O’Brien, E. J., & Myers, J. L. (1999). Text comprehension: A view from the bottom-up. In S. R. Goldman, A. C. Graesser, & P. W. Van Den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 35–53). Mahwah, NJ: LEA.
  • O’Guinn, T., & Shrum, L. J. (1997), The Role of television in the construction of consumer reality. Journal of Consumer Research, 23, 278–294.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
  • Packard, J. L. (2000). Chinese words and the lexicon. In J. L. Packard (Ed.), The morphology of Chinese: A linguistic and cognitive approach (pp. 284–309). Cambridge, England: Cambridge University Press.
  • Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Hillsdale, NJ: Erlbaum.
  • Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. doi:10.1080/10888438.2013.827687
  • Perfetti, C., Yang, C. L., & Schmalhofer, F. (2008). Comprehension skill and word-to-text integration processes. Applied Cognitive Psychology, 22, 303–318. doi:10.1002/acp.1419
  • Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
  • Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 67–86). Amsterdam, the Netherlands: Benjamins.
  • Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1281–1292. doi:10.1037/0278-7393.31.6.1281
  • Phakiti, A. (2008). Construct validation of Bachman and Palmer’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(2), 237–272.
  • Popper, K. R. (1959). The logic of scientific discovery (K. Popper, J. Freed, & L. Freed, Trans.). New York, NY: Basic Books.
  • Pressley, M., & Afflerbach, P. (1995). Verbal reports of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
  • Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A two-step model of validation. Educational Psychologist, 52, 148–166. doi:10.1080/00461520.2017.1322968
  • Rost, M. (2016). Teaching and researching listening (3rd ed.). London, England: Longman.
  • Rouet, J.-F., Britt, M. A., & Durik, A. M. (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52, 200–215. doi:10.1080/00461520.2017.1329015
  • Rumelhart, D. E., Hinton, G. E., & Williams, R. J. (1986). Learning representations by back-propagating errors. Nature, 323, 533–536. doi:10.1038/323533a0
  • Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337–356. doi:10.1080/10888430701530714
  • Sanford, A. J., & Garrod, S. C. (1981). Understanding written language: Explorations of comprehension beyond the sentence. New York, NY: Wiley.
  • Sanford, A. J., & Garrod, S. C. (1998). The role of scenario mapping in text comprehension. Discourse Processes, 26, 159–190. doi:10.1080/01638539809545043
  • Schacter, D. (2011). Psychology. New York, NY: Worth Publishers.
  • Schank, R. C., & Abelson, R. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Erlbaum.
  • Singer, M., & Doering, J. C. (2014). Exploring individual differences in language validation. Discourse Processes, 51, 167–188. doi:10.1080/0163853X.2013.855534
  • Singer, M., & Halldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30, 1–38. doi:10.1006/cogp.1996.0001
  • Song, X., & Cheng, L. (2006). Language learner strategy use and test performance of Chinese learners of English. Language Assessment Quarterly, 3, 243–266. doi:10.1207/s15434311laq0303_2
  • St. George, M., Kutas, M., Martinez, A., & Sereno, M. I. (1999). Semantic integration in reading: Engagement of the right hemisphere during discourse processing. Brain, 122, 1317–1325. doi:10.1093/brain/122.7.1317
  • Tapiero, I. (2007). Situation models and levels of coherence: Toward a definition of comprehension. Mahwah, NJ: Erlbaum.
  • Tapiero, I., & Otero, J. (2002). Situation models as retrieval structures: Effects on the global coherence of science texts. In A. C. Graesser, J. A. Leon, & J. Otero (Eds.), Psychology of science text comprehension (pp. 179–198). Mahwah, NJ: Erlbaum.
  • Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers.
  • Tzeng, Y., Van Den Broek, P., Kendeou, P., & Lee, C. (2005). The computational implementation of the landscape model: Modeling inferential processes and memory representations of text comprehension. Behavioral Research Methods, Instruments & Computers, 37, 277–286. doi:10.3758/BF03192695
  • Utall, W. R. (2005). Neural theories of mind: Why the mind–Brain problem may never be solved. Mahwah, NJ: Erlbaum.
  • Van Den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science, 328(5977), 453–456. doi:10.1126/science.1182594
  • Van Den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335–351. doi:10.1002/acp.1418
  • Van Den Broek, P., & Lorch, R. F. (1993). Network representations of causal relations in memory for narrative texts: Evidence from primed recognition. Discourse Processes, 16, 75–98. doi:10.1080/01638539309544830
  • Van Den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29, 1081–1087. doi:10.3758/BF03206376
  • Van Den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R. (1996). A ‘landscape’ view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Hillsdale, NJ: Erlbaum.
  • Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York, NY: Academic Press.
  • Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
  • Virtue, S., Haberman, J., Clancy, Z., Parrish, T., & Beeman, M. (2006). Neural activity of inferences during comprehension. Brain Research, 1084, 104–114. doi:10.1016/j.brainres.2006.02.053
  • Witkin, B. R. (1990). Listening theory and research: The state of the art. International Journal of Listening, 4, 7–32. doi:10.1207/s1932586xijl0401_3
  • Wolvin, A. D. (2010). Listening engagement: Intersecting theoretical perspectives. In A. D. Wolvin (Ed.), Listening and human communication: 21st century perspectives (pp. 5–30). Oxford, England: Blackwell.
  • Wyer, R. S. (2004). Social comprehension and judgment: The role of situation models, narratives and implicit theories. Mahwah, NJ: Erlbaum.
  • Wyer, R. S. (2014). Language and social comprehension. In T. M. Holtgraves (Ed.), Oxford handbook of language and social psychology (pp. 233–249). New York, NY: Oxford University Press.
  • Wyer, R. S., Adaval, R., & Colcombe, S. J. (2002). Narrative-based representations of social knowledge: Their construction and use in comprehension, memory and judgment. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 34, pp. 131–197). San Diego, CA: Academic Press. doi:10.1016/S0065-2601(02)80005-3
  • Wyer, R. S., Hung, I. W., & Jiang, Y. (2008). Visual and verbal processing strategies in comprehension and judgment. Journal of Consumer Psychology, 18, 244–257. doi:10.1016/j.jcps.2008.09.002
  • Wyer, R. S., & Radvansky, G. A. (1999). The comprehension and validation of social information. Psychological Review, 106, 89–118. DOI: 10.1037/0033-295X.106.1.89
  • Wyer, R. S., & Shrum, L. J. (2015). The role of comprehension processes in communication and persuasion. Media Psychology, 18, 163–195. doi:10.1080/15213269.2014.912584
  • Yeari, M., & Van Den Broek, P. (2011). A cognitive account of discourse understanding and discourse interpretation: The landscape model of reading. Discourse Studies, 13, 635–643. doi:10.1177/1461445611412748
  • Zhang, L. M. (2017). Metacognitive and cognitive strategy use in reading comprehension: A structural equation modelling approach. Singapore: Springer Nature Singapore.
  • Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44, 320–353. doi:10.5054/tq.2010.223352
  • Zhang, L. M., & Zhang, L. J. (2013). Relationships between Chinese college test takers strategy use and EFL reading test performance: A structural equation modelling approach. RELC Journal, 44, 35–57. doi:10.1177/0033688212463272
  • Zhou, P., & Christianson, K. (2016a). Auditory perceptual simulation: Simulating speech rates or accents? Acta Psychologica, 168, 85–90. doi:10.1016/j.actpsy.2016.04.005
  • Zhou, P., & Christianson, K. (2016b). I “hear” what you’re “saying”: Auditory perceptual simulation, reading speed, and reading comprehension. The Quarterly Journal of Experimental Psychology, 69, 972–995. doi:10.1080/17470218.2015.1018282
  • Zwaan, R. A. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 44, pp. 35–62). New York, NY: Academic Press.
  • Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995). The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6, 292–297. doi:10.1111/j.1467-9280.1995.tb00513.x
  • Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 12, 162–185. doi:10.1037/0033-2909.123.2.162
  • Zwaan, R. A. (2016). Situation models, mental simulations, and abstract concepts in discourse comprehension. Psychonomic Bulletin & Review, 23, 1028–1034. doi:10.3758/s13423-015-0864-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.