Effects of organizational signals on text-processing strategies.

Interlaced scanning has been widely used as a trade-off solution between picture quality and transmission bandwidth since the invention of television. During the past decades, various interlaced-to-progressive conversion algorithms have been proposed to improve subjective quality or coding efficiency. However, almost all the researchers concentrate on general cases, without making full use of specific application scenarios. Based on extensive investigations, eliminating visual artifacts in areas of subtitles and station captions for interlaced sports and news videos is still an unsolved problem, which will be addressed in this paper. Firstly, motion estimation is performed between field pictures. Secondly, text edge detection is proposed for sports and news videos. Finally, different processing strategies are applied to text regions and non-text regions. Experimental results show that the proposed method can generate much better text content than existing algorithms. In addition, it is quite stable for non-text parts.

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Effects of an Intervention in Active Strategies for Text Comprehension and Recall

The Spanish Journal of Psychology ◽

10.1017/s1138741600005862 ◽

2002 ◽

Vol 5 (2) ◽

pp. 90-101 ◽

Cited By ~ 3

Author(s):

Mª Rosa Elosúa ◽

Juan A. García-Madruga ◽

Francisco Gutiérrez ◽

Juan Luis Luque ◽

Milagros Gárate

Keyword(s):

Text Comprehension ◽

Intervention Program ◽

Text Processing ◽

Main Idea ◽

Developmental Differences ◽

School Level ◽

Reading Span ◽

Processing Strategies ◽

Dependent Variables ◽

And Control

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.

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Reading comprehension disabilities: Knowledge structures and non-accommodating text processing strategies

Annals of Dyslexia ◽

10.1007/bf02647952 ◽

1982 ◽

Vol 32 (1) ◽

pp. 31-59 ◽

Cited By ~ 11

Author(s):

Katherine Maria ◽

Walter H. MacGinitie

Keyword(s):

Reading Comprehension ◽

Text Processing ◽

Knowledge Structures ◽

Processing Strategies

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MNEMONIC TEXT‐PROCESSING STRATEGIES: A TEACHING SCIENCE FOR SCIENCE TEACHING

Reading Psychology ◽

10.1080/0270271880090405 ◽

1988 ◽

Vol 9 (4) ◽

pp. 343-363 ◽

Cited By ~ 4

Author(s):

Mary E. Levin ◽

Martin B. Rosenheck ◽

Joel R. Levin

Keyword(s):

Science Teaching ◽

Text Processing ◽

Teaching Science ◽

Processing Strategies

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EFL learners' text processing strategies across comprehension vs. integration reading task conditions

System ◽

10.1016/j.system.2014.07.013 ◽

2014 ◽

Vol 46 ◽

pp. 96-104 ◽

Cited By ~ 5

Author(s):

Mohammad Nabi Karimi ◽

Goudarz Alibakhshi

Keyword(s):

Text Processing ◽

Reading Task ◽

Efl Learners ◽

Processing Strategies ◽

Task Conditions

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Self‐correction patterns and metalinguistic awareness: a proposed typology for studying text‐processing strategies of proficient readers (Research Note)

Journal of Research in Reading ◽

10.1111/1467-9817.00094 ◽

1999 ◽

Vol 22 (3) ◽

pp. 304-310 ◽

Cited By ~ 1

Author(s):

Norbert Francis

Keyword(s):

Text Processing ◽

Research Note ◽

Metalinguistic Awareness ◽

Processing Strategies

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Constructing meaning from multiple information sources as a function of personal epistemology

Information Design Journal ◽

10.1075/idj.14.1.07bra ◽

2006 ◽

Vol 14 (1) ◽

pp. 56-67 ◽

Cited By ~ 16

Author(s):

Ivar Braten ◽

Helge Stromso

Keyword(s):

Student Teachers ◽

Epistemological Beliefs ◽

Text Processing ◽

Personal Epistemology ◽

Multiple Perspectives ◽

Hyperactivity Disorder ◽

Multiple Texts ◽

Processing Strategies ◽

Constructing Meaning ◽

Practical Implications

Ten student teachers having naïve epistemological beliefs and nine having sophisticated beliefs read seven texts about Attention Deficit Hyperactivity Disorder, representing partly conflicting views on the topic. The results indicated that students with sophisticated beliefs were better at melding information from multiple perspectives. Moreover, they suggested that the students attained this advantage by engaging in more active use of deeper level text-processing strategies. In terms of practical implications, this research suggests that students working with multiple texts should be given the opportunity to reflect on their epistemological stances and also be taught how they can strategically construct meaning in this complex task environment.

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