The DOI matches its OpenAlex record; 2 of the 2 references it cites were found in a registry or an index.
Frameworks for Comprehending Discourse
Open accessAbstract
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s background. These results indicate that high-level schemata provide the interpretative framework for comprehending discourse. The fact that most subjects gave each passage one distinct interpretation or another and reported being unaware of other perspectives while reading suggest that schemata can cause a person to see a message in a certain way, without even considering alternative interpretations.
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Cites
Austin, J. L. (1975) · doi:10.1093/acprof:oso/9780198245537.001.0001 · Cited by 21,496
Sentence memory: A constructive versus interpretive approach
Bransford, J. D., Barclay, J. R., & Franks, J. J. (1972) · Cognitive Psychology · doi:10.1016/0010-0285(72)90003-5 · Cited by 908
Cited by
Implication of Research on Teacher Belief
Kagan, D. M. (1992) · Educational Psychologist · doi:10.1207/s15326985ep2701_6 · Cited by 1,873
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
The instruction of reading comprehension
Pearson, P. D., & Gallagher, M. C. (1983) · Contemporary Educational Psychology · doi:10.1016/0361-476x(83)90019-x · Cited by 1,177
Salomon, G. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.4.647 · Cited by 1,015
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005) · Review of Educational Research · doi:10.3102/00346543075001027 · Cited by 917
Metadata
- Authors
- Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publishing
- Published
- 1977-01-01
- Volume
- 14
- Issue
- 4
- Pages
- 367-367
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2092723856
- Cited by
- 682
- References
- 2
- FWCI
- 31.29
- Type
- journal article
- Language
- en
- Open access
- green
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- Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for Comprehending Discourse. American Educational Research Journal. https://doi.org/10.2307/1162336
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
