Computational Analyses of Multilevel Discourse Comprehension

By A. Graesser, Danielle S. McNamara. Topics in Cognitive Science, 2011

322 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/58deed35647061ed8fca845e516041fb5d5c3a52

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In Artificial Intelligence

Citations in the corpus

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “…that originated in the work of Kintsch and colleagues (Kintsch, 1998; van Dijk & Kintsch, 1983) and that have been elaborated by a variety of discourse researchers (e.g., Goldman, 2004; Goldman, Varma, & Cot e, 1996; Graesser & McNamara, 2010; van den Broek, Young, Tzeng, & Linderholm, 1999).”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “As readers produce a situation model (Kintsch, 1998; Zwaan & Radvansky, 1998), they integrate background knowledge with the literal textbase (Graesser & McNamara, 2011; Zwaan, 1994).”
Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers' prior knowledge (2011, background): “Cohesive elements in a text are grounded in explicit linguistic elements (i.e., words, features, cues, signals, constituents) and their combinations (Graesser & McNamara, 2010).”
Coh-Metrix (2011, methodology): “The five levels are elaborated later and in Graesser and McNamara (2011).”
Interest-based text preference moderates the effect of text difficulty on engagement and learning (2015, methodology): “…the difficult versus easy texts because we adopted difficulty manipulations that target factors (e.g., more complex syntax and lower frequency words) which are known to take longer to process if attended to (Beck, McKeown, & Kucan, 2013; Graesser & McNamara, 2011; Haberlandt & Graesser, 1985).”