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A study of inferencing from a wide variety of theoretical and disciplinary perspectives, as well as different levels of processing.
List of contents
1. Comprehending implicit meanings in text without making inferences Charles A. Perfetti and Joseph Z. Stafura; 2. Passive activation and instantiation of inferences during reading Anne E. Cook and Edward J. O'Brien; 3. Cognitive theories in discourse-processing research Gail McKoon and Roger Ratcliff; 4. Validation of text and discourse inferences - and explicit content Murray Singer; 5. Inference generation in text comprehension: automatic and strategic processes in the construction of a mental representation Paul van den Broek, Katinka Beker and Marja Oudega; 6. Emotion inferences during reading: going beyond the tip of the iceberg Pascal Gygax and Christelle Gillioz; 7. Inference processing in children: the contributions of depth and breadth of vocabulary knowledge Jane Oakhill, Kate Cain and Diana McCarthy; 8. A general inference skill Panayiota Kendeou; 9. Toward an embodied approach to inferences in comprehension: the case of action language Manuel de Vega; 10. The cognitive and neural correlates of individual differences in inferential processes Chantel S. Prat and Brianna L. Yamasaki; 11. Inferences during text comprehension: what neuroscience can (or cannot) contribute Evelyn C. Ferstl; 12. Causal inferences and world knowledge Leo Noordman, Wietske Vonk, Reinier Cozijn and Stefan Frank; 13. Constructing inferences in naturalistic reading contexts Arthur C. Graesser, Haiying Li and Shi Feng; 14. Inference generation during online study and multimedia learning Kirsten R. Butcher and Sarah Davies; 15. What about expository text? Robert F. Lorch, Jr; 16. The role of inferences in narrative experiences Richard J. Gerrig and William G. Wenzel; 17. Interpretive inferences in literature Susan R. Goldman, Kathryn S. McCarthy and Candice Burkett.
About the author
Edward J. O'Brien is Professor of Psychology at the University of New Hampshire.Anne E. Cook is Professor of Educational Psychology at the University of Utah.Robert F. Lorch, Jr is Professor of Psychology at the University of Kentucky.
Summary
Inferencing is one of the most important processes necessary for successful comprehension during reading. Converging recent research to provide a broad and in-depth theoretical account of inferencing, this volume is a valuable resource for advanced courses on reading comprehension and for practitioners seeking to understand the processes that underlie inferencing.
