Relevant bibliographies by topics / Comprehension processes

Academic literature on the topic 'Comprehension processes'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Comprehension processes"

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Trabasso, Tom. "Comprehension Processes in Reading." Language and Speech 34, no. 2 (April 1991): 195–200. http://dx.doi.org/10.1177/002383099103400204.

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Wittrock, Merlin C. "Generative Processes of Comprehension." Educational Psychologist 24, no. 4 (September 1989): 345–76. http://dx.doi.org/10.1207/s15326985ep2404_2.

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Carreiras, Manuel, and Carlos J. Álvarez. "Comprehension Processes in Braille Reading." Journal of Visual Impairment & Blindness 93, no. 9 (September 1999): 589–95. http://dx.doi.org/10.1177/0145482x9909300906.

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Letovsky, Stanley. "Cognitive processes in program comprehension." Journal of Systems and Software 7, no. 4 (December 1987): 325–39. http://dx.doi.org/10.1016/0164-1212(87)90032-x.

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Pearlmutter, Neal J., Susan M. Garnsey, and Kathryn Bock. "Agreement Processes in Sentence Comprehension." Journal of Memory and Language 41, no. 3 (October 1999): 427–56. http://dx.doi.org/10.1006/jmla.1999.2653.

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Kajii, Naochika, and Yuki Fukuda. "Studies of processes of animation comprehension." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): L—008—L—008. http://dx.doi.org/10.4992/pacjpa.82.0_l-008.

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Gallagher, Shane. "Understanding reading comprehension: processes and practices." Educational Psychology in Practice 32, no. 1 (January 2, 2016): 103–4. http://dx.doi.org/10.1080/02667363.2015.1122858.

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Martínez, Tomás, Eduardo Vidal-Abarca, Laura Gil, and Ramiro Gilabert. "On-line Assessment of Comprehension Processes." Spanish journal of psychology 12, no. 1 (May 2009): 308–19. http://dx.doi.org/10.1017/s1138741600001700.

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In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11 to 16 years old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computer-based version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the particular strategies deployed during the question-answering process by high, medium and low comprehenders.
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Renaud, André. "On-line study of comprehension processes." European Journal of Psychology of Education 3, no. 2 (June 1988): 145–55. http://dx.doi.org/10.1007/bf03172652.

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Nicol, J. L., K. I. Forster, and C. Veres. "Subject–Verb Agreement Processes in Comprehension." Journal of Memory and Language 36, no. 4 (May 1997): 569–87. http://dx.doi.org/10.1006/jmla.1996.2497.

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Dissertations / Theses on the topic "Comprehension processes"

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Cromley, Jennifer. "Reading comprehension component processes in early adolescence." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Robertson, Carolyn Seils. "The role of metaphor in comprehension processes /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712157143.

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Humphreys, Gina F. "Linking sentence production and comprehension : the neural mechanisms underlying production and comprehension control processes." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3780/.

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This thesis investigated the relationship between sentence production and comprehension. A combination of behavioural and neuroimaging techniques were used to examine the extent to which sentence production and comprehension engage common or distinct mechanisms, with specific focus on the processes engaged by semantic/syntactic competition. Behavioural studies in Chapter 2 indicated that high-competition cases were more difficult to understand and produce than low-competition cases, and that difficulty varied as a function of the number of alternative associations entertained during performance in both tasks. In Chapter 3, an fMRI study indicated that production and comprehension shared a common competition mechanism within left inferior frontal gyrus (LIFG). However, they engage distinctive networks that interact with LIFG, with production eliciting a larger network including areas involved in sentence planning and memory retrieval. Further asymmetries across tasks were revealed in Chapter 4, in which behavioural results and neural networks were compared across adults and adolescents. This study also demonstrated the occurrence of shifts in the neural networks involved in competition resolution throughout development, thereby providing a strong link between poor behavioural performance and the underdevelopment of pre-frontal inhibitory mechanisms in adolescents. Chapter 5 used an improved experimental paradigm from that in Chapters 3 and 4. The results showed that production elicits more activity than comprehension in the dorsal language route thus confirming the engagement of task-specific control processes. Interestingly, this study also revealed a common area of LIFG involved in both tasks, but also differences within LIFG, suggesting the possibility of task-specific circuitry. Together, the findings suggest that production and comprehension share fronto-temporal areas that store and manage abstract linguistic associations between words and structures. However, they differ in the manner in which linguistic information is used, as is evident by the recruitment of distinct networks. Implications for models of language processing are discussed.
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Dillinger, Michael L. "Component processes of simultaneous interpreting." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39215.

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The component processes specific to simultaneous interpreting and common to interpreting and listening were investigated. Experienced conference interpreters and inexperienced bilinguals performed aural-to-oral simultaneous interpreting of a narrative and a procedure from English into French and then gave a free recall of each immediately afterwards. A comparison group of bilinguals performed a simple listening task with the same materials. The texts were on an unfamiliar topic (positron emission tomography) and differed only with respect to frame type.
Experience showed a main effect on interpreting measures, (experienced interpreters performed more accurately), and interacted with text-structure variables that indexed proposition generation, but did not affect recall. Task did not have a main effect on recall and interacted weakly with text-structure variables. Text and Text-structure variables had very strong effects both for the interpreting and the recall measures.
The results were viewed as evidence that interpreting involves the same component processes as normal listening comprehension rather than constituting a specialized comprehension skill. Analyses of text-structure variables provided evidence for influence of high-level conceptual processing and other component processes both on line and off line. Since there was no evidence that interpreting interfered with comprehension, the qualitative on-line measures possible in the interpreting task appear to be generalizable to comprehension under more usual circumstances.
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Renaud, André. "On-line study of component processes in reading comprehension." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61795.

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Zhuang, Jie. "Lexical, semantic, and syntactic processes in spoken language comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608554.

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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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Haenen, Jonathan William. "The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.

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Abstract Successful reading is frequently described as the result of two necessary but inde- pendent processes: text decodmg and ImgUIstlc comprehensIOn. SImIlarly, readmg comprehension disorders are defined across these two dimensions: those that relate to the failure to decode text adequately and those that relate to the failure to under- stand text adequately. The research presented in this thesis explores the possibility that decoding and comprehension abilities, though independent in isolated contexts, influence each other, when processed simultaneously, more than would otherwise be expected. There are two main aims in this thesis: to examine the plausibility of the idea of a coherent "specific comprehension deficit" and to assess the degree to which theories of reading hold up to empirical analysis. Studies of the cognitive components of reading were carried out with groups of typically developing children. Analysis of data collected in these studies is presen- ted and support this general hypothesis. Basic correlational analysis indicates that decoding and comprehension processes are more highly interrelated when measured simultaneously than when measured in isolation from the other. Two potential mech- anisms for this interaction are presented. First, it is shown that the ability to pay attention to two simultaneous tasks is an important predictor of reading compre- hension for children who struggle, relative to their peers, to decode text. Second, working memory is shown to be a shared resource between these two processes, based on data collected from young adults. Data collected from typically developing chil- dren suggests that an increase in effort in decoding text can lead to reduction in working memory, and that this can also result in a larger number of comprehension errors. Executive function is also examined, but data analyses do not indicate any special interaction between executive control required for decoding and comprehen- sion tasks. These results are discussed in relation to theoretical definitions of reading pro- cesses and practical classifications of reading disorders. We conclude that there is no single typical model of the reading process, concluding the first main aim of the thesis. Evidence of interactions between decoding and comprehension indicates the need for increased complexity and consideration when modelling reading processes. Additionally, with regards to the second aim, reading difficulties should be considered in relation to specific deficits in the numerous sub-components of the reading process, 7 I ~ •• ----------------------------------------- including their possible interaction, rather than across the two simplified dimensions. The results from the studies discussed in this thesis identify sub-group effects within "typical reading" profiles, provide evidence for a more complex interaction between decoding and comprehension processes, and are used to initiate a critique on the use of general terminology and oversimplified models in reading comprehension research.
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Mousoulidou, Marilena. "Referential processes in children’s sentence comprehension : evidence from numerically quantified expressions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8589.

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The current thesis reports seven experiments investigating the interpretation that children and adults assign to numerically quantified expression ambiguities like the one shown in (1). 1. Three cats were on the wall. Two cats were playing with a mouse. In this example, the quantified noun-phrase two cats is ambiguous, since it can be interpreted as referring to the set of three cats already established in discourse (i.e. subset reading) or as introducing new referents into discourse (i.e. new-set reading). Research with adults (Frazier et al., 2005; Kaan, Dallas & Barkley, 2007; Paterson, Filik, Mousoulidou, Baliousis & Moxey, 2008b; Wijnen & Kaan, 2006) showed that adults have a preference for interpreting referential expressions with respect to the prior discourse context and thus prefer the subset reading of ambiguities like the one shown in (1). By employing a task involving pictures, the current research examined whether six to eight year old children have the same preference. Each experiment used different techniques to examine children’s interpretative preferences when analysing numerically quantified expressions. In the initial experiment children were presented with sentence pairs accompanied with two pictures; one picture matched the subset reading of the ambiguity and the other matched the new set reading. The sentence pairs either included an ambiguous quantified expression, as in (1), or quantified expressions that were disambiguated in favour of a subset reading (e.g., "two of the cats..."), or a new set reading (e.g., "two other cats..."). The results of seven experiments showed that children do not interpret numerically quantified expressions in the same manner to adults. Whereas adults preferred the subset reading of ambiguous quantified expressions and always assigned the appropriate reading to unambiguous ones, children showed a strong preference for the new-set reading of both ambiguous and unambiguous quantified expressions. The significance of this finding is considered in relation to studies showing that whereas adults readily establish co-referential links between sentences, children have more difficulty in doing so (e.g., Karmiloff-Smith, 1979; 1980).
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Romero, Rivas Carlos 1986. "The Effects of foreign-accented speech on language comprehension and retrieval processes." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399504.

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When people learn a second language, they typically speak with a foreign accent. Crucially, foreign-accented speech is more difficult to understand and requires more processing time than native speech. Nevertheless, native listeners are able to adapt very fast to the variability introduced by foreign-accented speech, reaching similar intelligibility levels than during native speech comprehension. In this thesis, we show that, despite a lack of improvement at phonetic-acoustic levels of processing during the exposure to foreign-accented speech, listeners use lexical information in order to map the foreign-accented variations onto canonical representations. Also, we demonstrate that this adaptation has a cost. Thus, the higher demands on lexical processing during foreign-accented speech comprehension have an effect on lexical anticipation and semantic integration processes. Finally, we show that semantic spreading activation is also modulated by foreign-accented speech, and, particularly, by strong foreign accents. In summary, these results suggest that foreign-accented speech hinders semantic processing.
Cuando las personas aprenden una segunda lengua, habitualmente hablan con un acento extranjero. Es importante destacar que el habla con acento extranjero es más difícil de entender y requiere más tiempo de procesamiento que el habla de un nativo. Sin embargo, los oyentes nativos son capaces de adaptarse con mucha rapidez a la variabilidad introducida por el habla con acento extranjero, alcanzando unos niveles de comprensión similares a cuando procesan el habla de un nativo. En esta tesis mostramos que, aunque el procesamiento de la información acústico-fonética no mejora después de la exposición al habla con acento extranjero, los oyentes utilizan la información léxica para establecer correspondencias entre las variaciones introducidas por el acento extranjero y las representaciones canónicas que almacenan en su mente. Además, demostramos que esta adaptación tiene un coste. Así, el mayor esfuerzo requerido para el procesamiento léxico durante la comprensión del habla con acento extranjero tiene un efecto sobre los procesos de anticipación de palabras e integración semántica. Finalmente, mostramos que la difusión de la activación en las redes semánticas se ve modulada por el acento del hablante, particularmente cuando los hablantes tienen un marcado acento extranjero. En resumen, estos resultados sugieren que el acento extranjero dificulta el procesamiento semántico.
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Books on the topic "Comprehension processes"

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Teaching reading comprehension processes. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Teaching reading comprehension processes. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1991.

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A, Balota D., Flores D'Arcais Giovanni B, and Rayner Keith, eds. Comprehension processes in reading. Hillsdale, N.J: L. Erlbaum, 1990.

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1938-, Thompson G. Brian, Tunmer W. E. 1947-, and Nicholson Tom, eds. Reading acquisition processes. Clevedon: Multilingual Matters Ltd., 1993.

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1952-, Schmalhofer F., and Perfetti Charles A, eds. Higher level language processes in the brain: Inference and comprehension processes. Mahwah, N.J: Lawrence Erlbaum, 2007.

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Nelson, Nancy. Transforming texts: Constructive processes in reading and writing. Berkeley, CA: Center for the Study of Writing, 1991.

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E, Fitch-Hauser Margaret, ed. Listening: Processes, functions, and competency. Boston: Allyn & Bacon, 2012.

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Aira, Laine, ed. Power of understanding: Essays in honour of Veikko Tähkä. London: Karnac, 2004.

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Celsi, Richard L. The effects of felt inovolvement on consumers' attention and comprehension processes. Cambridge, Mass: Marketing Science Institute, 1989.

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Newcomer, Phyllis L. Diagnostic achievement battery: Assessment probes for comprehension, thought processes, and learning potential. 2nd ed. Austin, Tex: Pro-Ed, 1995.

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Book chapters on the topic "Comprehension processes"

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Bajo, Maria Teresa, Francisca Padilla, and Presentacion Padilla. "Comprehension processes in simultaneous interpreting." In Translation in Context, 127. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.39.15baj.

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Andre, Thomas. "Processes in Reading Comprehension and the Teaching of Comprehension." In Historical Foundations of Educational Psychology, 259–96. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_13.

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Weber, Andrea, Matthew W. Crocker, and Pia Knoeferle. "Conflicting Constraints in Resource-Adaptive Language Comprehension." In Resource-Adaptive Cognitive Processes, 119–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-89408-7_7.

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Duffy, Susan A. "Eye Movements and Complex Comprehension Processes." In Springer Series in Neuropsychology, 462–71. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2852-3_28.

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Salmerón, Ladislao, Helge I. Strømsø, Yvonne Kammerer, Marc Stadtler, and Paul van den Broek. "Chapter 4. Comprehension processes in digital reading." In Studies in Written Language and Literacy, 91–120. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/swll.17.04sal.

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Cerdán, Raquel, Tomás Martínez, Eduardo Vidal-Abarca, Ramiro Gilabert, Laura Gil, and Jean-François Rouet. "Search and Comprehension Processes in Learning from Text." In Understanding Multimedia Documents, 121–47. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-73337-1_7.

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Saddy, J. D., and P. Beim Graben. "Measuring The Neural Dynamics of Language Comprehension Processes." In Basic Functions of Language, Reading and Reading Disability, 41–60. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_4.

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Vega-Márquez, Olga Lucero, Jaime Chavarriaga, Mario Linares-Vásquez, and Mario Sánchez. "Requirements Comprehension Using BPMN: An Empirical Study." In Empirical Studies on the Development of Executable Business Processes, 85–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17666-2_5.

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Anderson, Richard C. "Role of the Reader's Schema in Comprehension, Learning, and Memory." In Theoretical Models and Processes of Literacy, 136–45. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-9.

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Baltes, Sebastian, and Stefan Wagner. "Empirical Research Plan: Effects of Sketching on Program Comprehension." In Agile Processes, in Software Engineering, and Extreme Programming, 281–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33515-5_26.

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Conference papers on the topic "Comprehension processes"

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Berant, Jonathan, Vivek Srikumar, Pei-Chun Chen, Abby Vander Linden, Brittany Harding, Brad Huang, Peter Clark, and Christopher D. Manning. "Modeling Biological Processes for Reading Comprehension." In Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/d14-1159.

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Bednarik, Roman, and Markku Tukiainen. "An eye-tracking methodology for characterizing program comprehension processes." In the 2006 symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1117309.1117356.

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Steciuch, Christian. "Inferencing and Comprehension Processes Predicted by Situational and General Reading Motivation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691818.

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Savira, Siti I., and Anas Ahmadi. "Framing Learner’s Verbal Report Data in Reading Comprehension; Uncovering the Cognitive Processes." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.013.

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Hou, Ting-Yun, Yu-Tzu Lin, Yu-Chih Lin, and Cheng-Chih Wu. "Exploring cognitive processes in program comprehension based on eye-movement analysis (abstract only)." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2544268.

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Hernández Navarro, Patricia. "Design of information systems as an aid to migrants." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3218.

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Starting from the official announcement called by the International Committee of the Red Cross and the Universidad Iberoamericana’s Program on Migration for the 1st Contest “Let us help those who aid migrants”, students of the degree course on Graphic Design and an interdisciplinary group of teachers developed a “visual communication system to promote hygiene and health in hostels lodging migrants in transit.”[1] Through the use of a dialectical – reflexive methodology[2] it was possible to implement the reasonable development of a common language for the different disciplines intervening in the design process, taking into account the relationship between sign and images’ comprehension by users. This paper intends to show, by way of the study of a case, the importance of the design processes and of the use of new social tools, such as Ethnography, opening new perspectives in the analysis, perception, interaction and conception of better designs. [1] http://www.crmsv.org/documentos/CICR%20-%20Actividades%20de%20asistencia%202014.pdf [Consulta: 10 de junio de 2013] [sin autoría reconocida] [2] Dietz, G. (2011). “Hacia una Etnografía doblemente reflexiva: una propuesta desde la Antropología de la interculturalidad”. Revista de Antropología Iberoamericana. Vol. 8 No. 1 Enero-abril, Pág.3-26. DOI: http://dx.doi.org/10.4995/IFDP.2016.3218
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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.

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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of a design project, in order to deepen the knowledge of organic 3D modeling techniques and digital sculpture, taking advantage of the boom in digital manufacturing. The project focuses on strengthening the students’ communicative and interactive skills with third parties, it particularly empowers the cognitive abilities needed to work in an interdisciplinary environment. Here the study case concentrates on education in health sciences, specifically the teaching and learning of anatomy in different disciplines. In the initial phase of the project, 3-dimensional physical teaching materials were selected to provide the pedagogical approach to Anatomy and Dental Morphology classes of the Faculty of Dentistry. Said materials constituted the starting point for further experiences and indeed it triggered the implementation of various similar projects with other departments at the UEB, all aiming to facilitate the experience of teaching - learning, guaranteeing students a theoretical and practical training through three-dimensional resources. The main feature of such training consists in a better comprehension of information, thanks to a direct and concrete interaction. This article seeks to illustrate the use given to digital design and manufacturing technology to expand the range of opportunities that could be transmitted to students in academia and such process could permeate non-traditional fields for future industrial designers, demystifying their profile solely as form-esthetics configurators toward eventually emerging as leading projects coordinators in a multidisciplinary field of work. 3D printers of fused deposition modeling (FDM) can create complex didactic models. The present paper will discuss the results of the first year and a half of work based on the academic results of design students under the direction of Professor XXX, PhD student at the UPV.DOI: http://dx.doi.org/10.4995/IFDP.2016.2955
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Borsotti, Marco. "From the invisible from the everyday, the unmentionable towards narrative strategies to explain, understand, remember. New Perspectives on Cultural Preservation." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3211.

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This proposal takes into consideration three categories of unusual narrative, connected to human life - the invisible, the everyday and the unmentionable - often placed in the outer fringe of our attention or completely ignored. The invisible: that which inhabits our world and often influences our lives, even though escaping our awareness because active in dimensions that we cannot see or do not know to guess. The everyday: what accompanies us in every moment of our lives and that produces in us a habit that makes it obvious (and then again, but otherwise invisible). The unmentionable: what happened at some time and somewhere, and the memory of which, for convenience, hypocrisy or convenience, has been removed or put on the edge of our life (and therefore to the visible limits), These categories have been chosen because of paradigmatic of new experiences on Cultural Preservation. The comprehension of the fundamental value of intangible cultural heritage, which came less than ten years ago to be part of the definition of "museum" written by ICOM (International Council of Museums), indeed, has opened new perspectives in the field of curating and of exhibition design, often destabilizing and unexpectedly coincident. Therefore we needs updated languages, more interactive and interdisciplinary towards the construction of a real design of the intangible cultures, able to reflect (and make reflect) on at first sight marginal phenomena, preserving their value of social and historical testimony and making it comprehensible to an audience as broad as possible. The new methods of staging these tales turn the apparent immateriality of knowledge of their socio-cultural values into occasion of development solutions, in form of exhibition design products and related services. We will examine as case studies, among others: for the invisible - l’Amterdam Micropia Musem (ART+COM studios), the World Water Museum (Keti Haliori), the Water Museum (P-06 atelier); for the everyday - the Museum of Broken Relationships (Vištica and Grubišić), the Museum of Obsolete Objects (Jung von Matt), The Museum of Everyday Life (Tidens Samling) for the unmentionable - the Museo Laboratorio della Mente (Studio Azzurro), the Memoria y Tolerancia Museum (Arditti+RDT).DOI: http://dx.doi.org/10.4995/IFDP.2016.3211
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Domingues, Felipe, Salvatore Zingale, and Dijon De Moraes. "The pragmaticism as a route to designing: Understanding the inferential logics of sense attribution." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3214.

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The objective of this paper is to discuss the inferential logics of sense attribution to everyday objects. The arguments presented take part of a broader investigation that aims at evolving a full methodological research framework. Such framework intends to explore the possibility of development of a method of systematic analysis of the relationship established between users and objects in their context of use and specific circumstances.The starting point of the discussion is the pragmatistic maxim: “Consider what effects, that might conceivably have practical bearing, we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object” (Peirce, CP 4.402). Both terms, effects and practical bearing, associated with the concept of sense, were of great importance to support the evolvement of the theoretical discourse developed in the paper. In addiction, the concept of sense adopted is also rooted in Peirce’s essays: “Our idea of anything is our idea of its sensible effects” (Peirce, CP 5.401). According to Peirce, the senses of any sign (e.g., objects) are associated with all possible effects and the practical consequences that they produce or could produce (Zingale & Domingues, 2015). Thus, considering that signs can be also understood as processes of mental mediation, the practical bearings urged by sensible effects are direct linked to inferential logic mechanisms (induction, deduction, abduction) in the processes of sense attribution. Then, how to analyze intangible aspects such interpretative answers and practical consequences in the context of use and specific circumstances?The statements contained in the paper may contribute to the fields of design (practical) and semiotics and design (theoretical) in terms of providing a theoretical model. Such model intends to increase the scientific understanding of the logical mediation processes involved in artifacts fruition, which is believed to have effects on the practical processes of analysis and development of goods; and may also add knowledge to the discussions and contributions postulated by Deni (2015) and Boztepe (2007).Concluding, this contribution may bring into the field of design discussions on the comprehension of the relationship between users and their goods, introducing a purpose of a framing method of the logic of the pragmatistic dimension of artifacts. In further stages of the so-called broader investigation, the evolvement of such method aims at aiding the analyses and introduction of symbolic features into artifacts in the very early stages of design.DOI: http://dx.doi.org/10.4995/IFDP.2016.3214
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Rusák, Zoltán, Niels van de Water, Bram de Smit, Imre Horváth, and Wilhelm Frederik Van Der Vegte. "Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59130.

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Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.
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Reports on the topic "Comprehension processes"

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Kirby, James T., Ib A. Svendsen, John Allen, Thomas Drake, Steve Elgar, Robert T. Guza, Dan Hanes, Tom Herbers, Ed Thornton, and Jim Kaihatu. Comprehensive Community Model for Physical Processes in the Nearshore Ocean. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada631296.

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Radhakrishnan, B., T. Zacharia, and A. Paul. Development of a comprehensive weld process model. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/505741.

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Radhakrishnan, B., and T. Zacharia. Development of a Comprehensive Weld Process Model. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/2737.

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Donnelly, David P., and Jeffrey J. Quirin. A Comprehensive Model of the Employee's Turnover Decision Process. Fort Belvoir, VA: Defense Technical Information Center, December 2002. http://dx.doi.org/10.21236/ada409443.

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Makundi, Willy, and Jayant Sathaye. Comprehensive mitigation assessment process (COMAP) - Description and instruction manual. Office of Scientific and Technical Information (OSTI), November 2001. http://dx.doi.org/10.2172/840208.

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MICHEL, Christin, and Wolfgang-Albert FLÜGEL. Linking Process-Specific Discretization Concepts within a Comprehensive Hydrological Model. Cogeo@oeaw-giscience, September 2011. http://dx.doi.org/10.5242/iamg.2011.0136.

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Tien, Allen Y., and Travis Threats. A Health Science Process Framework for Comprehensive Clinical Functional Assessment. Fort Belvoir, VA: Defense Technical Information Center, February 2014. http://dx.doi.org/10.21236/ada613766.

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Kirby, James T. Development and Verification of a Comprehensive Community Model for Physical Processes in the Nearshore Ocean. Fort Belvoir, VA: Defense Technical Information Center, August 2006. http://dx.doi.org/10.21236/ada454547.

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Kirby, James T., John Allen, Thomas Drake, Steve Elgar, Robert T. Guza, Dan Hanes, Tom Herbers, Jim Kaihatu, George Mellor, and H. T. Ozkan-Haller. Development and Verification of a Comprehensive Community Model for Physical Processes in the Nearshore Ocean. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada626774.

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