Executive Control Processes in Reading

By Bruce K. Britton; Shawn M. Glynn | Go to book overview

. . . . . . 9
HOW IS READING TIME INFLUENCED BY KNOWLEDGE-BASED INFERENCES AND WORLD KNOWLEDGE?

Arthur C. Graesser Memphis State University

Karl Haberlandt Trinity College

David Koizumi Catholic University

A satisfactory model of executive control processes during reading must account for inference generation. Unfortunately, however, cognitive psychologists do not have a fine-grained understanding of inference generation, compared to their understanding of processing components that are directly linked to explicit text. This chapter reports some data and aspires to clarify two important questions regarding the relationship between inference generation and executive control processes. First, how do variations in executive control processes influence the generation of knowledge-based inferences during reading? Second, what is the impact of inference generation and world knowledge on reading time?

There are several alternative ways that executive control processes may influence inference generation. Perhaps variations in the readers' goals and conscious reading strategies determine what inferences are generated and how much processing resources are allocated to different categories of inferences. If this is the case, then researchers need to identify different categories of inferences and to explain how variations in executive control processes systematically map onto the cognitive resources allocated to the different categories. Alternatively, perhaps executive control processes merely determine the overall amount of cognitive resources allocated to inference generation, without any selective allocation to specific inference categories. In other words, variations in executive control processes might determine the amount of cognitive resources

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Executive Control Processes in Reading
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Contributors ix
  • Introduction xi
  • Acknowledgements xviii
  • Reference xviii
  • 1 - Executive Control in Reading Comprehension 1
  • Acknowledgments 19
  • References 21
  • 2 - Reading and Writing for Electronic Journals 23
  • Acknowledgments 51
  • References 53
  • 3 - Typography and Executive Control Processes in Reading 57
  • Acknowledgments 76
  • References 77
  • 4 - Typography and Reading Strategy 81
  • References 105
  • 5 - Executive Control in Studying 107
  • References 142
  • 6 - The Activation and Use of Scripted Knowledge in Reading About Routine Activities 145
  • Appendix 172
  • References 175
  • 7 - Knowledge Acquisition for Application: Cognitive Flexibility and Transfer in Complex Content Domains 177
  • Acknowledgments 197
  • References 198
  • 8 - Instructional Variables That Influence Cognitive Processes During Reading 201
  • References 215
  • 9 - How Is Reading Time Influenced by Knowledge-Based Inferences and World Knowledge? 217
  • Acknowledgments 249
  • References 250
  • 10 - Remembering Reading Operations with and Without Awareness 253
  • Acknowledgments 274
  • References 275
  • 11 - Characterizing the Processing Units of Reading Effects of Intra- and Interword Spaces in A Letter Detection Task 279
  • Acknowledgments 294
  • References 295
  • Author Index 297
  • Subject Index 305
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