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Walter Kintsch - One of the best experts on this subject based on the ideXlab platform.
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2013Co-Authors: Walter Kintsch, José J. Cañas, Inmaculada Fajardo, Ladislao SalmerónAbstract:The literature on assessing the cognitive processes involved in hypertext comprehension during the last fifteen years has yielded contradictory results. In this paper we explored a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext. In experiment 1, results showed that reading strategies selectively affect the Textbase and the situation model level. The number of different nodes read mainly affected the Textbase, whereas the reading order influenced the situation model. In experiment 2, the analysis of reading strategies replicated the effect of knowledge and coherence found in the literature on linear text comprehension (McNamara & Kintsch, 1996), but not replicated in hypertext. Low knowledge participants learned more by following a high coherent reading order, whereas high knowledge participants learned more by reading the hypertext in a low coherence order. We discuss the theoretical and methodological consequences of this approach for the study of hypertext comprehension. Reading Strategies and Hypertext 3 Reading Strategies and Hypertext Comprehension Hypertexts are information systems in which the contents are organized in a
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Text Structure and Inference
2007Co-Authors: Department Of Psychology, Walter KintschAbstract:ncept of a situational model in van Dijk & Kintsch (1983). We assume that comprehending a text involves the formation of two parallel, complementary structures, the Textbase and the situational model. The Textbase is a representation of the content of the text, consisting of the elementary propositions derived from the text which are organized into a coherent whole on the basis of some available knowledge structure, e.g. a schema. The situational model is developed in parallel with the Textbase proper, but it is a richer structure which contains not only the information derived from the text, but also the reader's previous knowledge about the subject matter. This previous knowledge that is being integrated here with the textual information may be personal or general, e.g. a schema. In the latter case, the schema which is used to organize the Textbase provides default values for infromation not specified in the text. Schema based inferences are thus dependent on the overall organizatio
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Textual And Non-Textual Factors In Situation Model Formation
2007Co-Authors: Charles Weaver, Walter KintschAbstract:Using a paradigm established by Perrig and Kintsch (1985), memory for locative and non-locative texts was studied. It was found that if a situation model could easily be formed from the texts, subjects tended to use this model in verifying inferences about the relative locations of objects mentioned in the text. Furthermore, their recalls of the overall text tended somewhat toward a memory reconstruction from this situation model. If, however, the text were changed slightly, so that situation model formation was more difficult, subjects would rely on their Textbase memory for making the inferences, and textual factors were more important. Recalls in this case were more reproductive than reconstructive. This was taken as support for the van Dijk and Kintsch (1983) model of discourse comprehension
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Reading Strategies and Hypertext Comprehension
2007Co-Authors: José J. Cañas, Walter Kintsch, Ladislao Salmerón, Inmaculada FajardoAbstract:The literature on assessing the cognitive processes involved in hypertext comprehension during the last fifteen years has yielded contradictory results. In this paper we explored a possible factor affecting this situation, mainly the potential effects on comprehension of reading strategies in hypertext. In experiment 1, results showed that reading strategies affect selectively the Textbase and the situation model level. The number of different nodes read mainly affected the Textbase, whereas the reading order influenced the situation model. In experiment 2, the analysis of reading strategies was used in order to replicate the effect of knowledge and coherence (McNamara & Kintsch, 1996) found in the literature on linear text comprehension, but not replicated in hypertext. Low knowledge participants learnt more by following a high coherent reading order, whereas high knowledge learnt more by reading the hypertext in a low coherence order. Finally, we discussed the theoretical and methodological consequences of this approach for the study of hypertext comprehension. Reading Strategies and Hypertext Comprehension Hypertexts are information systems in which the contents are organized in an interrelated network where the nodes are documents and the links are the relations between these documents. Hypertexts constitute a real alternative to paper documents in fields such as education. Research assessing the cognitive processes involved in hypertext comprehension has grown jointly with the development of these systems in educational fields. However, reviews of the literature published up to 1999 showed little reliable evidence about the processes involved in hypertext comprehension (Dillon & Gabbard, 1998; Unz & Hesse, 1999). In this paper we first describe the results found in..
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Reading Strategies and Hypertext Comprehension
Discourse Processes, 2005Co-Authors: Ladislao Salmerón, Walter Kintsch, José J. Cañas, Inmaculada FajardoAbstract:The literature on assessing the cognitive processes involved in hypertext comprehension during the past 15 years has yielded contradictory results. In this article we explore a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext. In Experiment 1, results showed that reading strategies selectively affect the Textbase and the situation model level. The number of different nodes read mainly affected the Textbase, whereas the reading order influenced the situation model. In Experiment 2, the analysis of reading strategies replicated the effect of knowledge and coherence found in the literature on linear text comprehension (McNamara & Kintsch, 1996), but it was not replicated in hypertext. Low-knowledge participants learned more by following a high coherent reading order, whereas high-knowledge participants learned more by reading the hypertext in a low-coherence order. We discuss the theoret...
Susan Wiedenbeck - One of the best experts on this subject based on the ideXlab platform.
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mental representations constructed by experts and novices in object oriented program comprehension
arXiv: Human-Computer Interaction, 2006Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:Previous studies on program comprehension were carried out largely in the context of procedural languages. Our purpose is to develop and evaluate a cognitive model of object-oriented (OO) program understanding. Our model is based on the van Dijk and Kintsch's model of text understanding (1983). One key aspect of this theoretical approach is the distinction between two kinds of representation the reader might construct from a text: the Textbase and the situation model. On the basis of results of an experiment we have conducted, we evaluate the cognitive validity of this distinction in OO program understanding. We examine how the construction of these two representations is differentially affected by the programmer's expertise and how they evolve differentially over time.
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object oriented program comprehension effect of expertise task and phase
arXiv: Human-Computer Interaction, 2006Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:The goal of our study is to evaluate the effect on program comprehension of three factors that have not previously been studied in a single experiment. These factors are programmer expertise (expert vs. novice), programming task (documentation vs. reuse), and the development of understanding over time (phase 1 vs. phase 2). This study is carried out in the context of the mental model approach to comprehension based on van Dijk and Kintsch's model (1983). One key aspect of this model is the distinction between two kinds of representation the reader might construct from a text: 1) the Textbase, which refers to what is said in the text and how it is said, and 2) the situation model, which represents the situation referred to by the text. We have evaluated the effect of the three factors mentioned above on the development of both the Textbase (or program model) and the situation model in object-oriented program comprehension. We found a four-way interaction of expertise, phase, task and type of model. For the documentation group we found that experts and novices differ in the elaboration of their situation model but not their program model. There was no interaction of expertise with phase and type of model in the documentation group. For the reuse group, there was a three-way interaction between phase, expertise and type of model. For the novice reuse group, the effect of the phase was to increase the construction of the situation model but not the program model. With respect to the task, our results show that novices do not spontaneously construct a strong situation model but are able to do so if the task demands it.
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object oriented program comprehension effect of expertise task and phase
Empirical Software Engineering, 2002Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:The goal of our study is to evaluate the effect on program comprehension of three factors that have not previously been studied in a single experiment. These factors are programmer expertise (expert versus novice), programming task (documentation versus reuse), and the development of understanding over time (phase 1 versus phase 2). This study is carried out in the context of the mental model approach to comprehension based on van Dijk and Kintsch's model l(1983) Strategies of Discourse Comprehension. New York: Academicr. One key aspect of this model is the distinction between two kinds of representation the reader might construct from a text: (1) the Textbase, which refers to what is said in the text and how it is said, and (2) the situation model, which represents the situation referred to by the text. We have evaluated the effect of the three factors mentioned above on the development of both the Textbase (or program model) and the situation model in object-oriented program comprehension. We found a four-way interaction of expertise, phase, task and type of model. For the documentation group we found that experts and novices differ in the elaboration of their situation model but not their program model. There was no interaction of expertise with phase and type of model in the documentation group. For the reuse group, there was a three-way interaction between phase, expertise and type of model. For the novice reuse group, the effect of the phase was to increase the construction of the situation model but not the program model. With respect to the task, our results show that novices do not spontaneously construct a strong situation model but are able to do so if the task demands it.
Gabriel A Radvansky - One of the best experts on this subject based on the ideXlab platform.
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Are older adults more attuned to morally charged information
Experimental aging research, 2011Co-Authors: Darcia Narvaez, Gabriel A Radvansky, Nicholas A. Lynchard, David E. CopelandAbstract:Whereas older adults typically show declines in various cognitive processes, they also typically demonstrate greater interest in social relationships. Part of this increased focus on interpersonal relations may extend to morality, which by its very nature is concerned with social contracts, obligations, and the give-and-take among people. The authors tested whether in comparison to younger adults, older adults show increased activation and memory for morally charged information relative to nonmoral information. Three experiments examined older and younger adult comprehension and memory of moral content in stories. Participants read stories and were tested for surface form, Textbase, and situation model recognition memory. In contrast to past studies that have not focused on moral content, in this study older adults had Textbase memory for moral information equal to that of young adults, suggesting an enhanced attention to morally charged details. To examine online moral inference making, Experiment 2 used...
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Aging and situation model processing
Psychonomic Bulletin & Review, 2007Co-Authors: Gabriel A Radvansky, Katinka DijkstraAbstract:Over the past several years, a number of studies have been done that assess processing at the level of the situation model in relation to issues of aging (Morrow, Leirer, & Altieri, 1992; Radvansky, Copeland, Berish, & Dijkstra, 2003; Radvansky, Copeland, & Zwaan, 2003; Stine-Morrow, Gagne, Morrow, & DeWall, 2004; Stine-Morrow, Morrow, & Leno, 2002). In contrast to age-related declines that have been demonstrated at surface form and Textbase levels of processing, no such declines have been found in the creation and updating of situation models (Radvansky, 1999). This review focuses on the relevant factors in cognitive aging and situation model processing and places them within the larger frameworks of language processing, working memory capacity, and aging.
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Working memory span and situation model processing.
The American journal of psychology, 2004Co-Authors: Gabriel A Radvansky, David E. CopelandAbstract:This study looked at how comprehension and memory processing at the situation model level is related to traditional measures of working memory capacity, including the word span, reading span, operation span, and spatial span tests. Issues of particular interest were the ability to remember event descriptions, the detection and memory of functional relationships, the detection of inconsistencies, sensitivity to causal connectivity, and memory for surface form, Textbase, and situation-specific content. There was little evidence that traditional measures of working memory span were directly related to processing at the situation model level. However, working memory span was related to our few Textbase-level tests.
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Working Memory Influences on Long-Term Memory and Comprehension
2004Co-Authors: Gabriel A RadvanskyAbstract:Abstract : This project was conducted with the aim of understanding the role of working memory in the comprehension and long-term retention of event-specific information. This study looked at how comprehension and memory processing at the mental model level is related to traditional measures of working memory capacity, including the word span, reading span, operation span, and spatial span tests. Issues of particular interest were the ability to remember event descriptions, the detection and memory of functional relations, the detection of inconsistencies, sensitivity to causal connectivity, and memory for surface form, Textbase and situation specific content. Although traditional working memory span measures were related to a few of our tests, the relation was primarily confined to the Textbase level of processing. There was little evidence that traditional measures of working memory span were directly related to processing at the mental model level.
Elli Mylonas - One of the best experts on this subject based on the ideXlab platform.
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a licensing model for scholarly Textbases
ACM international conference on Digital libraries, 2000Co-Authors: Julia Flanders, Elli MylonasAbstract:Smaller scholarly projects represent a sector of the digital library which makes an important contribution to research on specialized text encoding, retrieval, and interface design for scholarly audiences. Such projects, however, face funding and publication challenges which threaten their long-term survival. The Women Writers Project is using an unusual tier-based licensing model to make the transition from grant-funded research project to independent financial viability.
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ACM DL - A licensing model for scholarly Textbases
Proceedings of the fifth ACM conference on Digital libraries - DL '00, 2000Co-Authors: Julia Flanders, Elli MylonasAbstract:Smaller scholarly projects represent a sector of the digital library which makes an important contribution to research on specialized text encoding, retrieval, and interface design for scholarly audiences. Such projects, however, face funding and publication challenges which threaten their long-term survival. The Women Writers Project is using an unusual tier-based licensing model to make the transition from grant-funded research project to independent financial viability.
Jeanmarie Burkhardt - One of the best experts on this subject based on the ideXlab platform.
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mental representations constructed by experts and novices in object oriented program comprehension
arXiv: Human-Computer Interaction, 2006Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:Previous studies on program comprehension were carried out largely in the context of procedural languages. Our purpose is to develop and evaluate a cognitive model of object-oriented (OO) program understanding. Our model is based on the van Dijk and Kintsch's model of text understanding (1983). One key aspect of this theoretical approach is the distinction between two kinds of representation the reader might construct from a text: the Textbase and the situation model. On the basis of results of an experiment we have conducted, we evaluate the cognitive validity of this distinction in OO program understanding. We examine how the construction of these two representations is differentially affected by the programmer's expertise and how they evolve differentially over time.
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object oriented program comprehension effect of expertise task and phase
arXiv: Human-Computer Interaction, 2006Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:The goal of our study is to evaluate the effect on program comprehension of three factors that have not previously been studied in a single experiment. These factors are programmer expertise (expert vs. novice), programming task (documentation vs. reuse), and the development of understanding over time (phase 1 vs. phase 2). This study is carried out in the context of the mental model approach to comprehension based on van Dijk and Kintsch's model (1983). One key aspect of this model is the distinction between two kinds of representation the reader might construct from a text: 1) the Textbase, which refers to what is said in the text and how it is said, and 2) the situation model, which represents the situation referred to by the text. We have evaluated the effect of the three factors mentioned above on the development of both the Textbase (or program model) and the situation model in object-oriented program comprehension. We found a four-way interaction of expertise, phase, task and type of model. For the documentation group we found that experts and novices differ in the elaboration of their situation model but not their program model. There was no interaction of expertise with phase and type of model in the documentation group. For the reuse group, there was a three-way interaction between phase, expertise and type of model. For the novice reuse group, the effect of the phase was to increase the construction of the situation model but not the program model. With respect to the task, our results show that novices do not spontaneously construct a strong situation model but are able to do so if the task demands it.
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object oriented program comprehension effect of expertise task and phase
Empirical Software Engineering, 2002Co-Authors: Jeanmarie Burkhardt, Francoise Detienne, Susan WiedenbeckAbstract:The goal of our study is to evaluate the effect on program comprehension of three factors that have not previously been studied in a single experiment. These factors are programmer expertise (expert versus novice), programming task (documentation versus reuse), and the development of understanding over time (phase 1 versus phase 2). This study is carried out in the context of the mental model approach to comprehension based on van Dijk and Kintsch's model l(1983) Strategies of Discourse Comprehension. New York: Academicr. One key aspect of this model is the distinction between two kinds of representation the reader might construct from a text: (1) the Textbase, which refers to what is said in the text and how it is said, and (2) the situation model, which represents the situation referred to by the text. We have evaluated the effect of the three factors mentioned above on the development of both the Textbase (or program model) and the situation model in object-oriented program comprehension. We found a four-way interaction of expertise, phase, task and type of model. For the documentation group we found that experts and novices differ in the elaboration of their situation model but not their program model. There was no interaction of expertise with phase and type of model in the documentation group. For the reuse group, there was a three-way interaction between phase, expertise and type of model. For the novice reuse group, the effect of the phase was to increase the construction of the situation model but not the program model. With respect to the task, our results show that novices do not spontaneously construct a strong situation model but are able to do so if the task demands it.