21 found
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  1.  28
    Constructing inferences during narrative text comprehension.Arthur C. Graesser, Murray Singer & Tom Trabasso - 1994 - Psychological Review 101 (3):371-395.
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  2.  48
    Symbols and embodiment: debates on meaning and cognition.Manuel de Vega, Arthur M. Glenberg & Arthur C. Graesser (eds.) - 2008 - New York: Oxford University Press.
    Cognitive scientists have a variety of approaches to studying cognition: experimental psychology, computer science, robotics, neuroscience, educational psychology, philosophy of mind, and psycholinguistics, to name but a few. In addition, they also differ in their approaches to cognition - some of them consider that the mind works basically like a computer, involving programs composed of abstract, amodal, and arbitrary symbols. Others claim that cognition is embodied - that is, symbols must be grounded on perceptual, motoric, and emotional experience. The existence (...)
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  3.  48
    When Are Tutorial Dialogues More Effective Than Reading?Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  4.  85
    Computational Analyses of Multilevel Discourse Comprehension.Arthur C. Graesser & Danielle S. McNamara - 2011 - Topics in Cognitive Science 3 (2):371-398.
    The proposed multilevel framework of discourse comprehension includes the surface code, the textbase, the situation model, the genre and rhetorical structure, and the pragmatic communication level. We describe these five levels when comprehension succeeds and also when there are communication misalignments and comprehension breakdowns. A computer tool has been developed, called Coh-Metrix, that scales discourse (oral or print) on dozens of measures associated with the first four discourse levels. The measurement of these levels with an automated tool helps researchers track (...)
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  5.  35
    Component processes in text comprehension and some of their interactions.Karl F. Haberlandt & Arthur C. Graesser - 1985 - Journal of Experimental Psychology 114 (3):357-374.
  6.  58
    The impact of a schema on comprehension and memory.Arthur C. Graesser & Glenn V. Nakamura - 1984 - In Gordon H. Bower (ed.), The Psychology of Learning and Motivation: Advances in Research and Theory. Academic Press. pp. 16--59.
  7.  32
    An Empirical and Computational Investigation of Perceiving and Remembering Event Temporal Relations.Shulan Lu, Derek Harter & Arthur C. Graesser - 2009 - Cognitive Science 33 (3):345-373.
    Events have beginnings, ends, and often overlap in time. A major question is how perceivers come to parse a stream of multimodal information into meaningful units and how different event boundaries may vary event processing. This work investigates the roles of these three types of event boundaries in constructing event temporal relations. Predictions were made based on how people would err according to the beginning state, end state, and overlap heuristic hypotheses. Participants viewed animated events that include all the logical (...)
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  8.  9
    Views from a cognitive scientist: cognitive representations underlying discourse are sometimes social.Arthur C. Graesser - 2006 - Discourse Studies 8 (1):59-66.
    Most areas of the cognitive and social sciences assume that knowledge representations are constructed and used during communication and that much of its content is social. Those of us who build computer models of comprehension and conversation are forced to be explicit about the nature of these knowledge representations and affiliated processes. There are some conditions when knowledge is not sufficiently social, and other conditions when knowledge is overly grounded in social mechanisms. The argument is advanced that constraints, coherence, and (...)
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  9.  75
    Bridging the gap: Dynamics as a unified view of cognition.Derek Harter, Arthur C. Graesser & Stan Franklin - 2001 - Behavioral and Brain Sciences 24 (1):45-46.
    Top-down dynamical models of cognitive processes, such as the one presented by Thelen et al., are important pieces in understanding the development of cognitive abilities in humans and biological organisms. Unlike standard symbolic computational approaches to cognition, such dynamical models offer the hope that they can be connected with more bottom-up, neurologically inspired dynamical models to provide a complete view of cognition at all levels. We raise some questions about the details of their simulation and about potential limitations of top-down (...)
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  10.  22
    The influence of advanced outlines on the free recall of prose.Andrew D. Cohen & Arthur C. Graesser - 1980 - Bulletin of the Psychonomic Society 15 (5):348-350.
  11. Automatic analyses of language, discourse, and situation models.Arthur C. Graesser, Moongee Jeon, Zhiqiang Cai, Danielle S. McNamara, J. Auracher & W. van Peer - 2008 - In Jan Auracher & Willie van Peer (eds.), New Beginnings in Literary Studies. Cambridge Scholars Press.
     
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  12. Body and symbol in AutoTutor: Conversations that are responsive to the learners' cognitive and emotional states.Arthur C. Graesser & G. Tanner Jackson - 2008 - In Manuel de Vega, Arthur M. Glenberg & Arthur C. Graesser (eds.), Symbols and embodiment: debates on meaning and cognition. New York: Oxford University Press. pp. 33.
  13.  9
    Creativity and the psychology of science.Arthur C. Graesser - 1989 - In Barry Gholson (ed.), Psychology of science: contributions to metascience. New York: Cambridge University Press. pp. 165.
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  14.  37
    How to develop a theory of story points.Arthur C. Graesser - 1983 - Behavioral and Brain Sciences 6 (4):600.
  15.  49
    Where is the body in the mental model for a story?Arthur C. Graesser - 1997 - Behavioral and Brain Sciences 20 (1):25-25.
    Researchers in the field of discourse processing have investigated how mental models are constructed when adults comprehend stories. They have explored the process of encoding various classes of inferences “on-line” when these mental microworlds are constructed during comprehension. This commentary addresses the extent to which these inferences and mental microworlds are “embodied.”.
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  16.  25
    The language of instruction: Compensating for challenge in lectures.Srdan Medimorec, Philip I. Pavlik, Andrew Olney, Arthur C. Graesser & Evan F. Risko - 2015 - Journal of Educational Psychology 107 (4):971-990.
  17.  17
    Memory for script-typical and script-atypical actions: A reaction time study.Glenn V. Nakamura & Arthur C. Graesser - 1985 - Bulletin of the Psychonomic Society 23 (4):384-386.
  18.  17
    Word recognition as a function of retrieval processes.Jan C. Rabinowitz & Arthur C. Graesser - 1976 - Bulletin of the Psychonomic Society 7 (1):75-77.
  19.  22
    Constancy scaling and the brackets illusion.Gordon Stanley & Arthur C. Graesser - 1973 - Bulletin of the Psychonomic Society 2 (4):198-200.
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  20.  49
    Perceiving abstract concepts.Katja Wiemer-Hastings & Arthur C. Graesser - 1999 - Behavioral and Brain Sciences 22 (4):635-636.
    The meanings of abstract concepts depend on context. Perceptual symbol systems (PSS) provide a powerful framework for representing such context. Whereas a few expected difficulties for simulations are consistent with empirical findings, the theory does not clearly predict simulations of specific abstract concepts in a testable way and does not appear to distinguish abstract noun concepts (like truth) from their stem concepts (such as true).
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  21.  27
    Who needs created features?Katja Wiemer-Hastings & Arthur C. Graesser - 1998 - Behavioral and Brain Sciences 21 (1):39-39.
    Schyns, Goldstone & Thibaut present reasonable arguments for feature creation in category learning. We argue, however, that they do not provide unequivocal evidence either for the necessity or for the occurrence of feature creation. In an effort to sharpen the debate, we take the stand that a fixed feature approach is to be preferred in the absence of compelling evidence.
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