Perspective Effects on Expository Text Comprehension: Evidence From Think-Aloud Protocols, Eyetracking, and Recall

By Johanna K. Kaakinen, Jukka Hyona. 2005

154 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/890c1567d5fc0a193f8e50050a89f92dd2d6356a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Loewen
2. R. Ellis
3. R. Lyster
4. Johanna Maier
5. Tobias Richter
6. S. Gass
7. Kazuya Saito
8. Aline Godfroid

In Experimental and Cognitive Psychology

1. R. Ellis
2. Aline Godfroid
3. Johanna Maier
4. Tobias Richter
5. S. Gass
6. S. Loewen
7. Michael J. Leeser

Citations in the corpus

• Text Belief Consistency Effects in the Comprehension of Multiple Texts With Conflicting Information (2013, methodology): “…perspective not only affected recall but also the allocation of attention during comprehension, with sentences relevant to the current perspective receiving longer reading and fixation times (Goetz, Schallert, Reynolds, & Radin, 1983; Kaakinen & Hyönä, 2005; Kaakinen, Hyönä, & Keenan, 2002).”
• TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE (2015, result): “More generally, the results of this study highlight the need for more comparative SLA research on the effects of reading goals or task instructions on reading (see, e.g., Lim & Christianson, 2014 ; Holmqvist et al., 2003 ; Kaakinen & Hyönä, 2005 , 2008 ).”