Comprensión de textos como una situación de solución de problemas

La investigación en la comprensión de textos ha dado detalles de cómo las características del texto y los procesos cognitivos interactúan con el fin de consituir la comprensión y generar significado. Sin embargo, no existe un vínculo explícito entre los procesos cognitivos desplegados durante la comprensión de textos y su lugar en la cognición de orden superior, como en la resolución de problemas. El propósito de este trabajo es proponer un modelo cognitivo en el que la comprensión de textos se hace similar a una resolución de problemas y la situación que se basa en la investigación actual sobre los procesos cognitivos conocidos como la generación de la inferencia, la memoria y las simulaciones. La característica clave del modelo es que incluye explícitamente la formulación de las preguntas como un componente que aumenta la potencia de representación. Otras características del modelo se especifican y sus extensiones a la investigación básica y en la comprensión de textos y de orden superior los procesos cognitivos se describen aplican.Research in text comprehension has provided details as to how text features and cognitive processes interact in order to build comprehension and generate meaning. However, there is no explicit link between the cognitive processes deployed during text comprehension and their place in higher-order cognition, as in problem solving. The purpose of this paper is to propose a cognitive model in which text comprehension is made analogous to a problem solving situation and that relies on current research on well-known cognitive processes such as inference generation, memory, and simulations. The key characteristic of the model is that it explicitly includes the formulation of questions as a component that boosts representational power. Other characteristics of the model are specified and its extensions to basic and applied research in text comprehension and higher-order cognitive processes are outlined.Fil: Marmolejo Ramos, Fernando. University of Adelaide; AustraliaFil: Yomha Cevasco, Jazmin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

The relationship between appreciation of riddles and Chinese text comprehension in children

The present study investigated (1) the role of riddle appreciation and reading accuracy in Chinese written text comprehension, and (2) relationship between different types of riddles and Chinese written text comprehension in 40 Cantonese-speaking children aged 9;0 to 11;0 studying in Grade 4. Due to the imperative role of metalinguistic knowledge and riddle appreciation, it was hypothesized that riddle appreciation would show high correlation with Chinese written text comprehension. The findings supported the hypothesis and previous literature that both riddle appreciation and reading accuracy were closely related to Chinese written text comprehension. Regression analyses indicated a significant linear relationship only between riddle appreciation and written text comprehension. Among lexical, morphological, orthographic, phonological, pragmatic and syntactic riddles, all riddles except phonological and pragmatic riddles were found to be significantly correlated with Chinese text comprehension. Specifically, orthographic riddles demonstrated the strongest correlation. Based on these findings, the crucial and practical role of riddle appreciation in text comprehension was highlighted.published_or_final_versionSpeech and Hearing SciencesBachelorBachelor of Science in Speech and Hearing Science

Purported use and self-awareness of cognitive and metacognitive foreign language reading strategies in tertiary education in Mozambique

This paper explores the results of a Survey of Reading Strategies (SORS)-based questionnaire administered to 28 university student participants. The study is carried out in a post-colonial multilingual context, Mozambique. The main aims of the paper are to assess the degree of purported use and awareness of participants own use of reading comprehension skills and strategies in a foreign language (English). The participants were tested for their reading text comprehension using an IELTS comprehension test (Cabinda, 2013). The results revealed low reading comprehension levels. Results contrast with results from the SORS-based questionnaire (Cabinda, 2013) which revealed claims of use of a wide range of cognitive, metacognitive and supply strategies – aspects of high level reading ability and text comprehension. Conclusions show that the participants used or claimed to chiefly use metacognitive and cognitive reading strategies equally, matching the behaviour of good readers, but they also reported a high degree of supply strategies to construe meaning from text, mainly code-switching, translation and cognates. The latter confirms results from studies by Jimenez et al. (1995, 1996) and Zhang & Wu (2009), yet do not conclusively show a correlation between the participants’ degree of text comprehension and their effective use of reading skills and strategies to construe meaning. Further conclusions show that the reported high use of these L1 (Portuguese or other) related supply strategies (not used by English L1 readers) does not aid their reading comprehension

Schema activation and text comprehension

Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoO objetivo do presente trabalho é investigar os efeitos de duas atividades de pré-leitura, "Possible Sentences" (Moore and Arthur, 1981) e uma versão modificada da "Request Procedure" (Manzo, 1969), na compreensão em leitura de alunos brasileiros estudando uma segunda língua no Brasil. Quarenta alunos de nível intermediário matriculados em Inglês numa escola particular em Florianópolis, no estado de Santa Catarina, participaram do estudo. Os sujeitos leram quatro textos, cada um trabalhado de maneira diferente, três precedidos de atividades de pré-leitura i.e., 1) Possible Sentences, 2) Request Procedure, 3) Possible Sentence + Request Procedure e um texto sem atividade, como controle. Imediatamente após terem lido cada texto, os sujeitos foram testados através de 5 perguntas de compreensão e 10 itens do tipo verdadeiro ou falso. Os sujeitos também avaliaram os textos em termos de dificuldade e familiaridade com o conteúdo dos mesmos. De acordo com a ANOVA (Análise de Variância) realizada nos resultados totais (soma do resultado das perguntas e dos itens verdadeiro/falso), os tratamentos tiveram efeito significativo na compreensão dos sujeitos, i.e., quando leram os textos precedidos de uma das três atividades obtiveram melhores resultados nos testes do que quando leram sem atividades. Resultados semelhantes foram encontrados para a ANOVA realizada nos dados obtidos nas perguntas. Entretanto não foram encontrados efeitos estatísticamente significativos nos resultados dos itens verdadeiro/falso. O teste de "Tukey" para comparações múltiplas não revelou diferenças significativas entre as próprias atividades de pré-leitura. Nenhuma correlação foi encontrada entre a avaliação dos sujeitos em relação ao nível de familiaridade com o conteúdo dos textos e os resultados obtidos pelos mesmos nas perguntas de compreensão. Também não foi encontrado correlação entre o nível de familiaridade e os resultados dos testes do tipo verdadeiro/falso. Entretanto, houve uma correlação moderada entre a avaliação dos textos como fáceis/difíceis e os resultados obtidos das perguntas, mas novamente não foi encontrada correlação entre esta avaliação e os resultados obtidos nos itens verdadeiro/falso. Todos os resultados foram analisados do ponto de vista da teoria dos esquemas da compreensão em leituras

Do Study Guides Improve Text Comprehension?

Although there are many types of study guides, the theoretical assumptions underlying them are the same. They are structures designed to improve reading comprehension (Armstrong, Patberg and Dewitz, 1988)

Explicit Contextual Semantics for Text Comprehension

Who did what to whom is a major focus in natural language understanding, which is right the aim of semantic role labeling (SRL) task. Despite of sharing a lot of processing characteristics and even task purpose, it is surprisingly that jointly considering these two related tasks was never formally reported in previous work. Thus this paper makes the first attempt to let SRL enhance text comprehension and inference through specifying verbal predicates and their corresponding semantic roles. In terms of deep learning models, our embeddings are enhanced by explicit contextual semantic role labels for more fine-grained semantics. We show that the salient labels can be conveniently added to existing models and significantly improve deep learning models in challenging text comprehension tasks. Extensive experiments on benchmark machine reading comprehension and inference datasets verify that the proposed semantic learning helps our system reach new state-of-the-art over strong baselines which have been enhanced by well pretrained language models from the latest progress.Comment: Proceedings of the 33nd Pacific Asia Conference on Language, Information and Computation (PACLIC 33