By Richard K. Wagner PhD, Christopher Schatschneider PhD, Caroline Phythian-Sence PhD
What cognitive approaches and abilities do youngsters draw directly to make which means from textual content? How are those capacities consolidated over the process improvement? What places a few newcomers in danger for comprehension problems? This authoritative quantity provides state-of-the-science learn at the behavioral and organic elements of winning studying comprehension. Uniquely integrative, the ebook covers every little thing from interpreting, fluency, and vocabulary wisdom to embodiment idea, eye events, gene–environment interactions, and neurobiology. The participants are well-known investigators who describe their equipment and findings intensive and establish very important implications for the classroom.
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Extra resources for Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension
E. , Bub, D. , & Newton-Taylor, M. (2008). Language-based access to gestural components of conceptual knowledge. Quarterly Journal of Experimental Psychology, 71, 869–882. , Spivey-Knowlton, M. , & Tanenhaus, M. K. (1998). Modeling the influence of thematic fit (and other constraints) in on-line sentence comprehension. Journal of Memory and Language, 38, 283–312. , & Vigliocco, G. (2007). Motion detection and motion verbs—Language affects low-level visual perception. Psychological Science, 18, 1007–1013.
Whereas we believe that the embodied theory Language and Body 21 that develops will have many of the characteristics of a constraint-based approach to language comprehension, it is our sense that theorizing on the embodied approach will become more strongly identified with theories of perception and motor planning than with current theories of language comprehension. , Wolpert’s hierarchical modular selection and identification for control, or H-MOSAIC, model of motor control; Wolpert, Doya, & Kawato, 2003).
This proposal is similar to Lakoff and Johnson’s (1980) claims about the understanding of abstractions through metaphorical extension of concrete situations. A number of subsequent studies have attempted to take a finer look at the temporal and linguistic dynamics of the ACE. Borreggine and Kaschak (2006) replicated the Glenberg and Kaschak (2002) study but varied the time point at which participants were told what the nature of their motor response would be. These studies show that the ACE arises only when participants know which direction their motor response will go while they are processing the sentence; when their knowledge of the direction of action is delayed until after the end of the sentence, participants show no hint of the ACE.