This volume provides an overview of research from the learning sciences into understanding, enhancing, and measuring "deep comprehension" from a psychological, educational, and psychometric perspective. It describes the characteristics of deep comprehension, what techniques may be used to improve it, and how deep levels of comprehension may be distinguished from shallow ones. It includes research on personal-level variables; how intelligent tutors promote comprehension; and the latest developments in psychometrics. The volume will be of interest to senior undergraduate and graduate students of cognitive psychology, learning, cognition and instruction, and educational technology.
|
|
|
x | |
| Introduction |
|
xiv | |
|
|
|
|
|
|
|
|
|
PART I Understanding Deep Comprehension |
|
|
1 | (96) |
|
1 Prose Comprehension Beyond the Page |
|
|
3 | (13) |
|
|
|
|
|
2 Prose Comprehension Beyond the Word Revisited |
|
|
16 | (11) |
|
|
|
3 A Memory Retrieval View of Text Comprehension |
|
|
27 | (14) |
|
|
|
|
|
4 Standards of Coherence in Reading: Variations in Processing and Comprehension of Text |
|
|
41 | (11) |
|
|
|
|
|
5 What Do We Think About When We Learn? |
|
|
52 | (16) |
|
|
|
6 Reusing Neural Networks for Deep Comprehension |
|
|
68 | (12) |
|
|
|
|
|
7 What Are We Reading For? A Disciplinary Literacy Perspective on Purpose |
|
|
80 | (17) |
|
|
|
|
|
PART II Using Technology to Increase Deep Comprehension |
|
|
97 | (98) |
|
8 Learning Tasks in Electronic Environments: Advances Towards Interactive eTextbooks |
|
|
99 | (15) |
|
|
|
|
|
|
|
|
|
|
|
9 How Can FACT Encourage Collaboration and Self-Correction? |
|
|
114 | (14) |
|
|
|
|
|
|
|
|
|
|
|
|
|
10 Design Principles for Virtual Humans in Educational Technology Environments |
|
|
128 | (12) |
|
|
|
|
|
11 AutoTutor: An Intelligent Tutoring System and Its Authoring Tools |
|
|
140 | (14) |
|
|
|
|
|
12 The Unreasonable Effectiveness of AutoTutor |
|
|
154 | (12) |
|
|
|
13 Scaffolding Adult Learners' Reading Strategies in the Intelligent Tutoring System |
|
|
166 | (14) |
|
|
|
|
|
14 Learning Scientific Inquiry from a Serious Game that Uses AutoTutor |
|
|
180 | (15) |
|
|
|
|
|
|
|
|
|
|
|
PART III Measuring Deep Comprehension |
|
|
195 | (83) |
|
15 Using Scenario-Based Assessments to Measure Deep Learning |
|
|
197 | (12) |
|
|
|
|
|
|
|
16 Eliciting Deeper Evidence through Conversation-Based Assessments |
|
|
209 | (15) |
|
|
|
|
|
17 NLP: Getting Computers to Understand Discourse |
|
|
224 | (13) |
|
|
|
|
|
|
|
|
|
18 Deep and Shallow Natural Language Understanding for Identifying Explanation Structure |
|
|
237 | (16) |
|
|
|
|
|
|
|
|
|
|
|
19 Deep Comprehension of Text Revealed by Talking and Writing While Reading |
|
|
253 | (12) |
|
|
|
|
|
|
|
20 Big Data for Thick Description of Deep Learning |
|
|
265 | (13) |
|
|
| Index |
|
278 | |
Keith Millis is Professor of Psychology at Northern Illinois University and Deputy Director of the Center for the Interdisciplinary Study of Language and Literacy (CISLL). He studies comprehension and learning from text.
Debra L. Long is Professor of Psychology at the University of California, Davis. She studies the knowledge and processes that are involved in text comprehension using behavioral, electrophysiological, and individual difference techniques.
Joseph P. Magliano is Professor of Psychology at Northern Illinois University and Director of the Center for the Interdisciplinary Study of Language and Literacy (CISLL). He studies comprehension processes for text and film.
Katja Wiemer is Professor of Psychology at Northern Illinois University and Co-Director of the Cognitive Science program. Her research focuses on abstract concepts, embodiment, and causal relations in scientific explanations.
Rohkem infot Taylor & Francis e-raamatute kohta