Inference processing in discourse comprehension

Author(s):  
Murray Singer

Discourse understanding has been systematically studied within the framework of modern cognitive psychology for fewer than forty years. The inferences that accompany discourse comprehension have been a central focus of this field. One reason for this is that virtually every aspect of language comprehension is inferential. This article describes inferential phenomena that involve augmenting explicitly stated discourse ideas with implied concepts and relations. The term “discourse” refers to coherent messages in either of these modalities. In practice, however, a majority of the research has scrutinised reading comprehension. It is also noted that researchers have inspected numerous genres of discourse, including narratives, expositions, recipes, instruction lists, and poetry. The article first discusses the construction-integration model of inference processing in discourse comprehension, coherence and its impact on inference processing, and elaborative inferences.

1992 ◽  
Vol 3 (4) ◽  
pp. 229-236 ◽  
Author(s):  
José Otero ◽  
Walter Kintsch

Subjects read brief paragraphs containing contradictory statements. Many of the subjects failed to notice the contradiction. On a subsequent recall test, nondetectors frequently either recalled only one or neither of the contradictory statements or explained the contradiction away. The construction-integration model of discourse comprehension is used to simulate these results. Failures to detect contradictions are accounted for by assuming that nondetectors believe too strongly in the global text interpretations they create or in their prior beliefs. In the model, this means that their comprehension processes are normal, except that one normal component of comprehension—differential weighting of important statements—is exaggerated.


2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.


Author(s):  
Yuanxing Zhang ◽  
Yangbin Zhang ◽  
Kaigui Bian ◽  
Xiaoming Li

Machine reading comprehension has gained attention from both industry and academia. It is a very challenging task that involves various domains such as language comprehension, knowledge inference, summarization, etc. Previous studies mainly focus on reading comprehension on short paragraphs, and these approaches fail to perform well on the documents. In this paper, we propose a hierarchical match attention model to instruct the machine to extract answers from a specific short span of passages for the long document reading comprehension (LDRC) task. The model takes advantages from hierarchical-LSTM to learn the paragraph-level representation, and implements the match mechanism (i.e., quantifying the relationship between two contexts) to find the most appropriate paragraph that includes the hint of answers. Then the task can be decoupled into reading comprehension task for short paragraph, such that the answer can be produced. Experiments on the modified SQuAD dataset show that our proposed model outperforms existing reading comprehension models by at least 20% regarding exact match (EM), F1 and the proportion of identified paragraphs which are exactly the short paragraphs where the original answers locate.


1991 ◽  
Vol 2 (4) ◽  
pp. 169-173 ◽  
Author(s):  
Cathleen Wharton ◽  
Walter Kintsch

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