Understanding Expository Text: From Structure to Process and World Knowledge

2017 ◽  
pp. 1-9
Author(s):  
Bruce K. Britton ◽  
John B. Black
Author(s):  
Vilson J. Leffa

A typical problem in the resolution of pronominal anaphora is the presence of more than one candidate for the antecedent of the pronoun. Considering two English sentences like (1) "People buy expensive cars because they offer more status" and (2) "People buy expensive cars because they want more status" we can see that the two NPs "people" and "expensive cars", from a purely syntactic perspective, are both legitimate candidates as antecedents for the pronoun "they". This problem has been traditionally solved by using world knowledge (e.g. schema theory), where, through an internal representation of the world, we "know" that cars "offer" status and people "want" status. The assumption in this paper is that the use of world knowledge does not explain how the disambiguation process works and alternative explanations should be explored. Using a knowledge poor approach (explicit information from the text rather than implicit world knowledge) the study investigates to what extent syntactic and semantic constraints can be used to resolve anaphora. For this purpose, 1,400 examples of the word "they" were randomly selected from a corpus of 10,000,000 words of expository text in English. Antecedent candidates for each case were then analyzed and classified in terms of their syntactic functions in the sentence (subject, object, etc.) and semantic features (+ human, + animate, etc.). It was found that syntactic constraints resolved 85% of the cases. When combined with semantic constraints the resolution rate rose to 98%. The implications of the findings for Natural Language Processing are discussed.


2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786


2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.


2017 ◽  
Author(s):  
Andrea Greve ◽  
Elisa Cooper ◽  
Roni Tibon ◽  
Richard Henson

Events that conform to our expectations, i.e, are congruent with our world knowledge or schemas, are better remembered than unrelated events. Yet events that conflict with schemas can also be remembered better. We examined this apparent paradox in four experiments, in which schemas were established by training ordinal relationships between randomly-paired objects, while episodic memory was tested for the number of objects on each trial. Better memory was found for both congruent and incongruent trials, relative to unrelated trials, producing memory performance that was a “U-shaped” function of congruency. Furthermore, the incongruency advantage, but not congruency advantage, emerged even if the information probed by the memory test was irrelevant to the schema, while the congruency advantage, but not incongruency advantage, also emerged after initial encoding. Schemas therefore augment episodic memory in multiple ways, depending on the match between novel and existing information.


1989 ◽  
Vol 2 (2) ◽  
pp. 13-18
Author(s):  
Alvino E. Fantini

Languages are more than mere tools. They are, in fact, paradigms of a view of the world. Knowledge of more than one language holds promise for an expanded worldview, for understanding other people on their own terms, Viewed this way, bilingualism becomes an essential ingredient in the formation of interculturally minded individuals.


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