Cognitive Aspects of Learning in Arbitrary and Non-Arbitrary Contexts [electronic resource] : Acquisition of Knowledge from Natural-Language Discourse. Final Report / Carl H. Frederiksen.
This research studied the processes which enable people to acquire semantic information from natural-language discourse. Specific objectives were: (1) to represent semantically the structural meaning of English discourse by a well-defined semantic model; (2) to develop a way of using the semantic re...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 100 | 1 | |a Frederiksen, Carl H. | |
| 245 | 1 | 0 | |a Cognitive Aspects of Learning in Arbitrary and Non-Arbitrary Contexts |h [electronic resource] : |b Acquisition of Knowledge from Natural-Language Discourse. Final Report / |c Carl H. Frederiksen. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 329 p. | ||
| 500 | |a ERIC Document Number: ED074527. | ||
| 500 | |a Sponsoring Agency: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Comprehensive and Vocational Education Research. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0-9-140396-4497(010). |5 ericd. | ||
| 520 | |a This research studied the processes which enable people to acquire semantic information from natural-language discourse. Specific objectives were: (1) to represent semantically the structural meaning of English discourse by a well-defined semantic model; (2) to develop a way of using the semantic representation of a text as a structural model for scoring a subject's acquired knowledge; (3) to develop a process model for discourse comprehension; and (4) to investigate hypotheses about the effects of certain contextual conditions, designed to induce inferences about text content, on knowledge acquired from a text. Written reconstructions of knowledge acquired from a text were used in three experimental contexts: "arbitrary,""problem solving," and an incidental memory condition. Basic data consisted of the relative frequencies of classes of response from a semantic analysis of recall procedures. Results were consistent with a model of comprehension consisting primarily of "generative" rather than purely "interpretive" processes. Sources of individual differences were also studied. Part 2 contains a detailed development of a semantic structural model of English discourse and a technique for measuring semantic information acquired from discourse. (Author/DI) | ||
| 650 | 1 | 7 | |a Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Discourse Analysis. |2 ericd. |
| 650 | 1 | 7 | |a English. |2 ericd. |
| 650 | 1 | 7 | |a Intellectual Development. |2 ericd. |
| 650 | 0 | 7 | |a Language Research. |2 ericd. |
| 650 | 0 | 7 | |a Learning. |2 ericd. |
| 650 | 0 | 7 | |a Linguistic Competence. |2 ericd. |
| 650 | 1 | 7 | |a Linguistics. |2 ericd. |
| 650 | 0 | 7 | |a Recall (Psychology) |2 ericd. |
| 650 | 1 | 7 | |a Semantics. |2 ericd. |
| 710 | 2 | |a University of California, Berkeley. |b Psychology Department. | |
| 710 | 2 | |a University of California, Berkeley. |b Institute of Human Learning. | |
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