@
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@Volume10CNumber1@@@@@@@@@@@January|March@1987
@@@@@@@@@@@@@@CONTENTS
On the Psychological Reality of Story Structure.@@
@@ Jean M. Mandler@@@@@@@@@@@@@@@@@@@@@@@@@@@@@1
@
An Experimental Investigation of the Determinants of Implicitness in Spoken
and Written Discourse.
@@@Claudai A. Mazzie@@@@@@@@@@@@@@@@@@@@@@@@@@@31
@
Recognition Memory for Forms of ReferenceFThe Effects of Language and Text
Type.
@@Vittoria GiulianiCElizabeth BatesCBarbara O'ConnellCand Mario Pelliccia
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 43
@
Task Effects and Individual Differences in On-Line Processing of the Topic
Structure of a Text.
@@Robert FDLorch,Jr., Elizabeth Pugzles Lorch, and Ann MDM`ogan@@@@@63
@
Metaphor and the Free Recall of Technical Text.
@@Donald B.Yarbrough and Ellen D. Gagne`@@@@@@@@@@@@@@@@@ 81
@
Children's Conversational Competence with their Parents.
@@Anthony D. PellegriniCGene H. Brody, and Zolinda Stoneman@@@@@@@ 93
@
Pragmatic Factors in Making and Understanding Promises.
@@Raymond W. Gibbs, Jr. and Suzanne M. Delaney@@@@@@@@@@@@@@107
@
Comprehension Processes and Eye Movement Patterns in the Reading of@
Surprise-Ending Stories.
@@Harry E. Blanchard and Asghar Ilan-Nejad@ @@@@@@@@@@@@@@ 127
@
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@Volume 10, Number 2@@@@@@@@@@@@@@@@@@April-June,1987
@@@@@@@@@@@@@@CONTENTS
@
@@@@@@@@@@@@@SPECIAL ISSUE
@@@@@@@@@ THE LANGUAGE OF THINKING:
@@@@@@@@@@ @MENTAL STATE WORDS
@
Editor's Introduction.
@@@William S. Hall@@@@@@@@@@@@@@@@@@@@@@@@@@@ 139
@
Children's Early Use of Mental Verbs and What They Mean.
@@@Henry M. Wellman and David Estes@@@@@@@@@@@@@@@@@@@141
@
Language, Literacy, and Mental States.
@@@David R. Otson and Nancy Torrance@@@@@@@@@@@@@@@@@@ 157
@
The Semantic-Pragmatic Distinction in the Investigation of Mental State Words:
@The Role of the Situation.
@@@William S. Hall and William E. Nagy@@@@@@@@@@@@@@@@@ 169
@
The Language of Mind: Statements About Mental States.
@@@Ellin Kofsky Scholnick@@@@@@@@@@@@@@@@@@@@@@@@181
@
Cognitive Development and the Language of Mental States.
@@Andrew Ortony@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 193
@
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Volume10,Number 3@@@@@@@@@@@July-September 1987
@@@@@@@@@@@@@@@CONTENTS
@
Discourse in CourtsFCooperation,Coercion, and Coherence.
@@@Robyn Penman@@@@@@@@@@@@@@@@@@@@@@@@@@@@@201
@
Remembering and Planning Talk Between Mothers and Children.
@@@Joan Lucariello and Katherine Nelson@@@@@@@@@@@@@@@@@219
@
Long-Term Prose Retention:Is an Organizational Schema Sufficient.
@@@Mark A. McDaniel and Mary Louise E. Kerwin@@@@@@@@@@@@@@237
@
Pragmatic Development in Children's Telephone Discourse.
@@@Mary Annice Bordeaux and Mary Louise Willbrand@@@@@@@@@@@@253
@
Children's Discourse Skill: Form and Modality Requirements of Schooled Writing.
@@@Deborah McCutchen@@@@@@@@@@@@@@@@@@@@@@@@@@ 267
@
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Volume10, Number 4@@@@@@@@ October-December 1987
@@@@@Special Issue:@ Discourse as Organizational Process
@
@@@@@@@@@@@@@@CONTENTS
Editors' Preface.
@@Monica Heller and Sarah Freeman@@@@@@@@@@@@@@@@@@@@ 287
@
Language and Power in Organizational Process.
@@Hugh Mehan@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@291
@
Conversation and Knowledge in Bureaucratic Settings.
@@James Collins@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 303
@
Text and Context:A New Approach to the Study of Classroom Writing.
@@Saraho Michaels@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 321
@
Cognitive and Organizational Aspects of Medical Diagnostic Reasoning.
@@Aaron V. Cicollrel@@@@@@@@@@@@@@@@@@@@@@@@@@@347
@
First Encounters: The Role of Communication in the Medical Intake Processes.
@@Monica Heeller and Sarah Freeman@@@@@@@@@@@@@@@@@@@@369
@
Organizational Constraints as Communicative Variables in Bureaucratic Medical
Settings: A Case Study of Patient-Initiated Referral Talk in Independent
Practice Association-Affiliated Practices.
@@Sarah H. Freeman@@@@@@@@@@@@@@@@@@@@@@@@@@@@385
@
Topic Control and Person Control: A Thorny Problem for Foreign Physicians in
Interaction with American Patients.
@@Frederick Erickson and William Rittenberg@@@@@@@@@@@@@@@ 401
Organizational Contexts and Texts: The Redesign of the Midwest Bell Telephone
Bill.
@@Deborah Keller-Cohen@@@@@@@@@@@@@@@@@@@@@@@@@@417
@
The Social Organization of Knowledge and Its Consequences for Discourse in
Bureaucratic Settings.
@@Susan U. Philips@@@@@@@@@@@@@@@@@@@@@@@@@@@@429
@
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Volume11,Number1@@@@@@@@@@@January-March@1988
@@@@@@@@@@@CONTENTS
@
Adverbial Stance Types in English.
@@Douglas Biber and Edward Finegan@@@@@@@@@@@@@@@@@@@@@1
@
Wit and Humor in Discourse Processing.
@@Debra L. Long and Arthur C. Graesser@@@@@@@@@@@@@@@@@@ 35
@
The Role of Text in the Processing of People in Organizations.
@@J. Williams Spencer@@@@@@@@@@@@@@@@@@@@@@@@@@@61
@
Means to an EndFChildren's Knowledge of Directives During the Elementary School Years.
@@Cheryl Rappaport Liebling@@@@@@@@@@@@@@@@@@@@@@@@79
@
Conversational Sequences and Preference for Indirect Speech Acts.
@@Raymond W. Gibbs, Jr. and Rachel A.G. Mueller@@@@@@@@@@@@@ 101
@
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Volume11,Number2@@@@@@@@@@@@@@@@@April-June 1988
@
@@@@@@@@@@@@@@CONTENTS
@
Lessons Taught and Lessons Learned: A Story of differential Teacher Adaptations of
Lessons for High-and Low-ranked Hearing Impaired Students.
@@Avi Baran and Lori Van Houten@@@@@@@@@@@@@@@@@@@@@ 117
@
Structure and Content in Eighth-Graders' Summary Essays.
@@Joanne Golden,Beth Haslett, and Helen Gauntt@@@@@@@@@@@@@@139
@
Discourse and Occupational Perspective: A Comparison of Nurse Practitioners and
Physician Assistants.
@@Kriss A. Drass@@@@@@@@@@@@@@@@@@@@@@@@@@@@@163
@
Talking to the Turtle: A Discourse Analysis of Logo Instruction.
@@Catherine Emihovich and Gloria E. Miller@@@@@@@@@@@@@@@@183
@
Discourse Features as Criteria in Judging the Intellectual Ability of Speakers.
@@Keith T. Kernan, Sharon Sabsay, and Neil Shinn@@@@@@@@@@@@@203
@
The Channels of Thought.
@@Bennyt Shanon@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 221
@
A Discourse Analysis of Four Discourse Studies.
@@Karen Tracy@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 243
@
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Volume11,Number3@@@@@@@@@@@@July-September@1988
@@@@@@@@@@@@@@CONTENTS
@
Liking of Plan-Based Stories: The Role of Goal Importance and Goal Attainment
Difficulty.
@@Paul E. Jose@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@261
@
What Do Paragraph Markings DoH
@@Heather A. Stark@@@@@@@@@@@@@@@@@@@@@@@@@@@@275
@
The Roles of Schemata in Memory for Text.
@@Charles P. Bloom@@@@@@@@@@@@@@@@@@@@@@@@@@@@305
@
Acquisition of Back Channel Listener Responses to Adequate Messages.
@@Lucille J. Hess and Judith R. Johnston@@@@@@@@@@@@@@@@@319
@
Style and Structure in Mother-Child Conversations About the Past.
@@Robyn Fivush and Fayne ADFromhoff@@@@@@@@@@@@@@@@@@@337
@
Girls' Excuses: ListenerCSeverity of Violation, and Developmental Effects.
@@Marie A. Sell and Mabel L. Rice@@@@@@@@@@@@@@@@@@@@ 357
@
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Volume11, Number4@@@@@@@@@@@@@@October-December 1988
@
@@@@@@@@@@@@@@CONTENTS
@
Answering Questions from Oceanography Texts: Learner, TaskCand Text
Characteristics.
@@Susan R. Goldman and Richard P. Duran@@@@@@@@@@@@@@@@@ 373
@
The Effect of Cultural Script Knowledge on Memory for Stories over Time.
@Richard Jackson Harris, D. John Lee, Deana L. Hensley,and Lawrence M. Schoen
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@413
@
The Syntax of Conversational Coherence.
@@Alex Black@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@433
@
gI Can't Talk,I'm Dead": Preschoolers' Spontaneous@Metapragmatic Comments.
@@Judith A. Becker@@@@@@@@@@@@@@@@@@@@@@@@@@@@457
@
On the Ability to Relate Events in Narrative.
@@Ruth A. Berman@@@@@@@@@@@@@@@@@@@@@@@@@@@@@469
@
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Volume12, Number1@@@@@@@@January-March 1989
@
@@@@@@@@@@CONTENTS
@
Logical Necessity and Transitivity of Causal Relations in Stories.
@@Tom Trabasso, Paul van den Broek, and So Young Suh@@@@@@@@@@@@1
@
The Conversation MOP: Scenes in the Stream of Discourse.
@@Kathy Kellermann, Scott Broetzmann, Tae-Seop Lim, and Kenji Kitao@@@@27
@
Using Conversation MOPs in Natural Language Interfaces.
@@Elise H. Turner and Richard E. Cullomgford@@@@@@@@@@@@@@@ 63
@
Reconstructing Context: The Conventionalization of Classroom Knowledge.
@@Derek Edwords and Neil Mercer@@@@@@@@@@@@@@@@@@@@@@91
@
Remembering and Representing Prose: Quoted Speech as a Data Source.
@@Adrienne Lehrer@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 105
@
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Volume12, Number2@@@@@@@@@@@April-June 1989
@@@@@@@@@@@@@@CONTENTS
@
A Nonconnectionist Schema Theory of Understanding Surprise-ending Stories.
@@Asghar Iron-Nejad@@@@@@@@@@@@@@@@@@@@@@@@@@@ 127
@
Integration of Semantic and Structural Constraints in Narrative Comprehension.
@@Yuval Wolf, Joel Walters, and Susan Holzman@@@@@@@@@@@@@@ 149
@
A Case Study in Language Socialization: Korean WH-Questions.
@@Patricia M. Clancy@@@@@@@@@@@@@@@@@@@@@@@@@@@169
@
The Development of Talk-activity Frames That Foster Perspective-focused Talk
Among Peers.
@@James Dumesnil and Bruce Dorval@@@@@@@@@@@@@@@@@@@@ 193
@
Concurrent Cognitions During Conversations: Protocol Analysis as a Means of
Exploring Conversations.
@@John A. Daly, David J. Weber, Anita L. VangelistiCMadeline Maxweel, and
@@Heather Neel@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@227
@
Superordinate and Basic Category Names in Discourse: A Textual Analysis.
@@Edword J. Wisniewski and Gregory L. Murphy@@@@@@@@@@@@@@@245
@
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Volume 12, Number 3@@@@ July-September 1989
@@@@@@@ CONTENTS
@
Editors' Introduction:
Discourse Styles: Variations Across Speakers, Situations, and Tasks.
@ James Paul Gee and Sarah Michaels@@@@@@@@@@@@@@@@@@@@263
@
Topic Development, Syntax, and Social Class.
@ Lowry Hemphill@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 267
@
Two Styles of Narrative Construction and Their Linguistic and Educational
Implications.
@ James Paul Gee@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 287
@
Interactions and Authority: The Dominant Interpretive Framework in Writing
Conferences.
@ Polly Ulichny and Karen Ann Watson-Gegeo@@@@@@@@@@@@@@@@ 309
@
The Voices Within Narratives: The Development of Intertextuality in Young
Children's Stories.
@ Dennie Wolf and Deborah Hicks@@@@@@@@@@@@@@@@@@@@@@329
@
Variation in Preschool Teachers' Styles of Reading Books.
@ David Dickinson and Rebecca Keebler@@@@@@@@@@@@@@@@@@@353
@
Speech Economy and Social Selection in Educational Contexts: A Franco-Ontarian
Case Study.
@Monica Heller@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 377
@
Learning to Mean as a Symbolic and Social Process: The Story of Two ESL Writers.
@ Moira Inghilleri@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 391
@
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Volume 12, Number 4@@@@October-December 1989
@@@@@@ CONTENTS
@
Two Hypotheses Regarding Text Generation and Analysis.
@Robert E. Longacre@@@@@@@@@@@@@@@@@@@@@@@@@@@@413
@
Recursion in the Paragraph as a Unit of Discourse Development.
@Shin Ja Joo Hwang@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 461
@
Buffering New Information During Reading.
@Karl Haberlandt and Arthur C. Graesser@@@@@@@@@@@@@@@@@@479
@
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Volume 13, Number 1@@@@January-March 1990
@@@@@@SPECIAL ISSUE: GENDER AND CONVERSATIONAL INTERACTION
@@@@@@GUEST EDITOR:@Deborah Tannen
@
@@@@@@@CONTENTS
@
Editor's Introduction.
@Deborah Tannen@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@1
@
Pickle Fights: Gendered Talk in Preschool Disputes.
@Amy Sheldon@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5
@
Tactical Uses of Stories: Participation Frameworks Within Girls' and Boys'
Disputes.
@Marjorie Harness Goodwin@@@@@@@@@@@@@@@@@@@@@@@@@ 33
@
Gender Differences in Topical Coherence: Creating Involvement in Best Friends'
Talk.
@Deborah Tannen@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 73
@
Cooperative Competition in Adolescent "Girl Talk".
@Penelope Eckert@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@91
@
Gender, Politeness, and Confrontation in Tenejapa.
@Penelope Brown@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@123
@
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@
Volume 13, Number 2@@@@@April-June 1990
@@@@@@@ CONTENTS
@
Some Computational Experiments in Summarization.
@Richard Alterman and Lawrence A. Bookman@@@@@@@@@@@@@@@@@143
@
Surface Forms, Textbases, and Situation Models: Recognition Memory for Three
Types of Textual Information.
@Charles R. Fletcher and Susan T. Chrysler@@@@@@@@@@@@@@@@ 175
@
Metadiscourse and Discourse Processes: Interactions and Issues.
@Avon Crismore@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 191
@
Adults' Diaries: Changes Made to Written Narratives Across the Life Span.
@Susan Kemper@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@207
@
Prekindergarten Children's Second Discourse Learning.
@Jo Anne Kleifgen@@@@@@@@@@@@@@@@@@@@@@@@@@@@@225
@
But What Do They Say? Gender and the Content of Student Writing.
@ Jo Keroes@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@243
@
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Volume 13, Number 3@@@@@July-September@ 1990
@
@@Special Issue: Psychological research on question answering and question asking.
@@@@Guest Editor: Arthur C. Graesser
@
@@@@@@@@ CONTENTS
@
Editor's introduction: Psychological research on question answering and question asking.
@@Arthur C. Graesser@@@@@@@@@@@@@@@@@@@@@@@@@@@259
@
Answering questions about discourse.
@@Murray Singer@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 261
@
QUEST: A cognitive model of question answering.
@@Arthur C. Graesser and Stanley P. Franklin@@@@@@@@@@@@@@@279
@
What makes a good answer to a question? : testing a psychological model of
question answering in the context of narrative text.
@ Jonathan M. Golding, Arthur C. Graesser, and Keith K. Millis@@@@@@ 305
@
Question answering in the context of telephone surveys, business interactions,
and interviews.
@ Arthur C. Graesser, Richard M. Roberts, and Catherine Hackett-Renner@@ 327
@
An analysis of comparison questions in the context of auditing.
@ Thomas W. Lauer and Eileen Peacock@@@@@@@@@@@@@@@@@@@ 349
@
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@
Volume 13, Number 4@@@@@@ October-December 1990
@
@@@@@@@CONTENTS
@
Adaptive Self-Stabilization in Adult-Child Interactions: Temporal Congruence
With Varied Switch-Pause Durations.
@Linda L. Newman and Sheila R. Pratt@@@@@@@@@@@@@@@@@@@ 363
@
Children's Use of Scripts in Inferential Text Processing.
@Judith A. Hudson and Elizabeth A. Shackman@@@@@@@@@@@@@@@@375
@
The Components of Text That Influence Reading Times and Recall in Skilled and
Less Skilled College Readers.
@Thomas V. Petros, Barb Bentz, Kathy Hammes, and H. David Zehr@@@@@@ 387
@
An IndexicaI Account of the Japanese Sentence-Final Particle No.
@Haruko Minegishi Cook@@@@@@@@@@@@@@@@@@@@@@@@@@ 401
@
Spatial Models, Prepositions, and Verb-Aspect Markers.
@Daniel G. Morrow@@@@@@@@@@@@@@@@@@@@@@@@@@@@@441
@
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Volume 14, Number 1@@@@@@@January-March 1991
@
@@@@@@@CONTENTS
@
Lexical Cohesion and Specialized Knowledge in Science and Popular Science Texts.
@Greg Myers@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@1
@
The Role of Interclausal Connectives in Narrative Structuring: Evidence From
Adults' Interpretations of Simple Stories.
@Erwin M. Segal, Judith F. Duchan, and Paula J. Scott@@@@@@@@@@@ 27
@
Persuasive Strategies Used by Preschool Children.
@Deborah M. Weiss and Jacqueline Sachs@@@@@@@@@@@@@@@@@@@55
@
That's the Way It Was: Age Differences in the Structure and Quality of Adults'
Personal Narratives.
@Michael W. Pratt and Susan L. Robins@@@@@@@@@@@@@@@@@@@ 73
@
Formulating Age: Dimensions of Age Identity in Elderly Talk.
@Justine Coupland, Nikolas Coupland, Howard Giles,and Karen Henwood@@@@ 87
@
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Volume 14, Number 2@@@@@@@@April-June 1991
@@@@@@@ CONTENTS
@
Inferring the Interpretation of Attributive and Referential Definite
Descriptions.
@Rachel A. G. Muetter-Lust and Raymond W. Gibbs, Jr.@@@@@@@@@@@ 107
@
Working-Memory Capacity and the Use of Elaborative Inferences in Text
Comprehension.
@Paul Whitney, Bill G. Ritchie, and Matthew B. Clark@@@@@@@@@@@ 133
@
Toward an Explanatory Model of Document Literacy.
@Peter B. Mosenthal and Irwin S. Kirsch@@@@@@@@@@@@@@@@@@147
@
Characteristics and Constraints in Ballads and Their Effects on Memory.
@Wanda T. Wallace and David C. Rubin@@@@@@@@@@@@@@@@@@@ 181
@
Young Children's Strategies in Learning the "Book Language" of Information
Books.
@Christine C. Pappas@@@@@@@@@@@@@@@@@@@@@@@@@@@ 203
@
The Influence of Pragmatic Competence on the Likeability of Grade-School
Children.
@Karen S. Place and Judith A. Becker@@@@@@@@@@@@@@@@@@@ 227
@
Answering Machine Talk.
@Ruby Gold@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 243
@
Writing Left in America.
@Michael Agar@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@261
@
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Volume 14, Number 3@@@@@@@July-September 1991
@@@@@@@CONTENTS
@
Binding and Unfolding: Towards the Linguistic Construction of Narrative
Discourse.
@Michael Bamberg and Virginia Marchman@@@@@@@@@@@@@@@@@@ 277
@
Text Comprehension and Reading Achievement in Orally Educated Hearing-Impaired
Children.
@Janet Donin, Donald G. Doehring, and Freda Browns@@@@@@@@@@@@ 307
@
Communicative Stills in Childhood: The Case of Twins.
@Bruna Zani, Maria Grazia Carelli, Beatrice Benelli,and Elvira Cicognani@ 339
@
Preschool Children's Conversation Intrusions: Behavior and Metapragmatic
Knowledge.
@Jacqueline Sachs, James Donnelly, Cheryl Smith,and Julia Dwyer Bookbinder 357
@
Content and Consistency in Young Children's Autobiographical Recall.
@Robyn Fivush, Nina R.Hamond, Nicole Harsch, Naomi Singer,and Anne Wolf@@373
@
Frequencies of Latinate and Germanic Words in English as Determinants of
Formality.
@Harry Levin and Margaretta Novak@@@@@@@@@@@@@@@@@@@@@389
@
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Volume 14, Number 4@@@@@@ October-December 1991
@@@@@@ CONTENTS
@
Text Relations and Recall for Expository Prose.
@Connie K. Varnhagen@@@@@@@@@@@@@@@@@@@@@@@@@@@ 399
@
Toward an Understanding of Fluency: A Microanalysis of Nonnative Speaker
@Heidi Riggenbach@@@@@@@@@@@@@@@@@@@@@@@@@@@@@423
@
Children's Memory for Goal-Directed Events.
@M. Chiara Levorato@@@@@@@@@@@@@@@@@@@@@@@@@@@@443
@
Papa Pig Just Left for Pigtown: Children's Oral and Written Picture Descriptions Under
Varying Instructions.
@Jeanne M. De Temple, Hsin-Feng Wu, and Catherine E. Snow@@@@@@@@@469
@
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Volume 15, Number 1@@@@@@@January-March 1992
@@@@@@@CONTENTS
@
Toward a Taxonomy of Coherence Relations.
@Ted J. M. Sanders, Wilbert P. M. Spooren, and Leo G. M. Noordman@@@@@@1
@
Storytelling as a Theory-Building Activity.
@Elinor Ochs, Carolyn Taylor, Dina Rudolph, and Ruth Smith@@@@@@@@@37
@
Lexico-Grammatical Patterns and the Interpretation of Texts.
@Peter H. Fries@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 73
@
Closing the Conversation: Evidence From the Academic Advising Session.
@Beverly S. Hartford and Kathleen Bardovi-Harlig@@@@@@@@@@@@@@93
@
Subordination and Linguistic Complexity.
@Mary J. Schleppegrell@@@@@@@@@@@@@@@@@@@@@@@@@@ 117
@
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Volume 15, Number 2@@@@@@@@April-June 1992
@@@@@@@ CONTENTS
@
On the Complexity of Discourse Complexity: A Multidimensional Analysis.
@Douglas Biber@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 133
@
Salience in the Performance of One Speech Act: The Case of Definitions.
@John L. Flowerdew@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 165
@
Achieving Coherence in Multilingual Interaction.
@Jo Anne Kleifgen and Muriel Saville-Troike@@@@@@@@@@@@@@@@183
@
The Interactive Achievement of a Sentence: Joint Productions in Therapeutic
Discourse.
@Kathleen Ferrara@@@@@@@@@@@@@@@@@@@@@@@@@@@@@207
@
The Effects of Advisor Style on Overcoming Client Resistance in the Advising
Interview.
@Mary Bresnahan@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@229
@
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Volume 15, Number 3@@@@@@@July-September 1992
@@@@@@@CONTENTS
@
The Development of Goal Plans of Action in the Narration of a Picture Story.
@Tom Trabasso and Margret Nickels@@@@@@@@@@@@@@@@@@@@@249
@
Speech,Gesture,and Discourse.
@Elena T. Levy and David McNeill@@@@@@@@@@@@@@@@@@@@@ 277
@
The Role of Schema in Reading Text: A Real-Time Examination.
@Edward E. Smith and David A. Swinney@@@@@@@@@@@@@@@@@@@303
@
Discourse Organization in the Comprehension of Temporal Order in Narrative
Texts.
@Keisuke Ohtsuka and Wittiam F. Brewer@@@@@@@@@@@@@@@@@@ 317
@
Comprehension and Memory of Personal Reference: The Use of Social Information in
Language Processing.
@Gregory L. Murphy@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 337
@
The Role of Clarification Requests in Children's Communication of Route
Directions by Telephone.
@Peter Lloyd@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 357
@
Narrative Discontinuity Versus Continuity in Yagua.
@Doris L. Payne@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@375
@
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Volume 15, Number 4@@@@@@ October-December 1992
@
@@@@@@@ CONTENTS
@
Direct and Indirect Speech in English-Speaking Children's Retold Narratives.
@Elizabeth W. Goodell and Jacqueline Sachs@@@@@@@@@@@@@@@@ 395
@
Children's Use of Discourse Markers in Disputes: Form-Function Relations and
Discourse in Child Language.
@Richard A. Sprott@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 423
@
Referential Strategies in the Narratives of Japanese Children.
@Patricia M. Clancy@@@@@@@@@@@@@@@@@@@@@@@@@@@@441
@
Interactive Gestures.
@Janet Beavin Bavelas, Nicole Chovil, Douglas A. Lawrie,and Allan Wade@@ 469
@
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Volume 16,Numbers 1-2@@@@@@@January-June 1993
@@ SPECIAL ISSUE:Inference Generation During Text Comprehension
@@@GUEST EDITOR: Arthur C. Graesser
@
@@@@@@@@CONTENTS
@
Introduction:
Inference Generation During Text Comprehension.
@ Arthur C. Graesser@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1
@
Articles:
Understanding Text: Achieving Explanatory Coherence Through On-Line Inferences
and Mental Operations in Working Memory.
@Tom Trabasso and Soyoung Suh@@@@@@@@@@@@@@@@@@@@@@@@3
@
The Time Course of Generating Causal Antecedent and Causal Consequence
Inferences.
@Joseph P. Magliano, William B. Baggett, Brenda K. Johnson,and Arthur C.
@Graesser@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 35
@
Superordinate Goal Inferences: Are They Automatically Generated During
Comprehension?
@Debra L. Long and Jonathan M. Gotding@@@@@@@@@@@@@@@@@@@55
@
Network Representations of Causal Relations in Memory for Narrative Texts:
Evidence From Primed Recognition.
@Paul van den Broek and Robert F. Larch, Jr.@@@@@@@@@@@@@@@@75
@
The Role of Predictive Inferences in Situation Model Construction.
@Rebecca Fincher-Kiefer@@@@@@@@@@@@@@@@@@@@@@@@@@ 99
@
Do Readers Construct Spatial Representations in Naturalistic Story
Comprehension?
@Rolf A. Zwaan and Herre van Oostendorp@@@@@@@@@@@@@@@@@@125
@
Commentaries :
A Theory of Inference Generation During Text Comprehension.
@Arthur C. Graesser and Roger J. Kreuz@@@@@@@@@@@@@@@@@@ 145
@
Global Inferences of Text Situations.
@Murray Singer@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 161
@
Investigations or Inferential Processes in Reading: A Theoretical and
Methodological Integration.
@Paul van den Broek, Charles R. Fletcher, and Kirsten Risden@@@@@@@ 169
@
Why Inferences Might Be Restricted.
@Charles A. Perfetti@@@@@@@@@@@@@@@@@@@@@@@@@@@ 181
@
Essay:
Information Accretion and Reduction in Text Processing: Inferences.
@ Walter Kintsch@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 193
@
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Volume 16, Number 3@@@@@@@July-September 1993
@
@@@@@@@CONTENTS
@
A Parallel Distributed Processing Model of Story Comprehension and Recall.
@Richard M. Golden and David E. Rumelhart@@@@@@@@@@@@@@@@@203
@
Attribution Semantics: Linguistic Worlds and Point of View.
@Arthur L. Palacas@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 239
@
Procedural Text: Predictions of Importance Ratings and Recall by Models of
Reading Comprehension.
@Carol Bergfeld Mills, Virginia A. Diehl, Deborah P. Birkmire,and Lien-chong
@Mou@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 279
@
Learning gSchooled Literacy": The Literate Life Histories of Mainstream Student Readers
and Writers.
@Rick Evans@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@317
@
The Dialogic Socialization of Aggression in a Family's Court of Reason and
Inquiry.
@Robert J. Beck and Denis Wood@@@@@@@@@@@@@@@@@@@@@@ 341
@
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Volume 16, Number 4@@@@@@ October-December 1993
@
@@@@@@@ CONTENTS
@
Cohesion and Gesture.
@David McNeill and Elena T. Levy@@@@@@@@@@@@@@@@@@@@@ 363
@
Literal Meaning and Figurative Language.
@Raymond W. Gibbs, Jr., Darin L. Buchalter, Jessica F. Moise, and William T.
@Farrar IV@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 387
@
Enhancing Older Adults' Reading Comprehension.
@Susan Kemper, James D. Jackson, Hintat Cheung,and Cheryl A. Anagnopoulos@405
@
Meaning Effects of Context.
@Shulamith Kreitler and Hans Kreitler@@@@@@@@@@@@@@@@@@@429
@
Nonstandard Discourse and Its Coherence.
@Richard M. Roberts and Roger J. Kreuz@@@@@@@@@@@@@@@@@@ 451
@
Linking Classroom Discourse and Classroom Content: Following the Trail of
Intellectual Work in a Writing Lesson.
@Cynthia Greenleaf and Sarah Whrshauer Freedman@@@@@@@@@@@@@@465
@
Identifying Referents and Linking Sentences Cohesively in Narration.
@Carole Peterson@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 507
@
Structure and Function of Verbal Conflicts Among Adults With Mental Retardation.
@Lynne E. Hewitt, Judith F. Duchan, and Erwin M. Segal@@@@@@@@@@ 525
@
gCan You Overlap Here?": A Question for an Interdisciplinary Team.
@Roberta G. Sands@@@@@@@@@@@@@@@@@@@@@@@@@@@@@545
@
From Sentential to Discourse Functions: Detection and Explanation of Speech
Repairs by Children and Adults.
@Annette Karmiloff-Smith, Hilaty Johnson, Julia Grant,Marie-Claude Jones,
@Yara-Natasha Karmiloff, Jon Bartrip, and Pat Cuckle@@@@@@@@@@@ 565
@
On the Function of Analogies in Informative Texts.
@Rachel Giora@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@591
@
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Volume 17, Number 1@@@@@@ January-February 1994
@
@@@@@@@ CONTENTS
@
Investigating Persuasive Processes in Legal Discourse in Real Time: Cognitive
Biases and Rhetorical Strategy in Appeal Court Briefs.
@James F. Stratman@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1
@
Workplace Reasons for Saying You're Sorry: Discourse Task Management and Apology
in Telephone Interviews.
@Judith Mattson Bean and Barbara Johnstone@@@@@@@@@@@@@@@@@59
@
Processing Components of College-Level Reading Comprehension.
@Dieter Haenggi and Charles A. Perfetti@@@@@@@@@@@@@@@@@@ 83
@
Understanding the Points of Fables.
@Marcy H. Dorfman and William F. Brewer@@@@@@@@@@@@@@@@@@105
@
Pragmatic Socialization: Parental Input to Preschoolers.
@Judith A. Becker@@@@@@@@@@@@@@@@@@@@@@@@@@@@@131
@
Communication During Prose Recall Conversations by Young and Old Dyads.
@Odette Gould, David Kurzman, and Roger A. Dixon@@@@@@@@@@@@@ 149
@
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Volume 17, Number 2@@@@@@@ March-April 1994
@@@@@@@ CONTENTS
@
Semantic Productivity and Idiom Comprehension.
@Matthew S. McGlone, Sam Glucksberg, and Cristina Cacciari@@@@@@@@ 167
@
Young Children's Private Speech as a Precursor to Metacognitive Strategy Use
During Task Engagement.
@Brenda H. Manning, C. Stephen White, and Martha Daugherty@@@@@@@@ 191
@
The Effects of Pragmatics and Discourse Style on Recognition Memory for
Sentences.
@Debra L. Long@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 213
@
Nonroutine Transactions in Controller-Pilot Communication.
@Daniet Morrow, Michelle Rodvold, and Alfred Lee@@@@@@@@@@@@@ 235
@
Understanding Classroom Lectures.
@Adrienne Lehrer@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 259
@
Discourse Routines in Answering Machine Communication in Australia.
@Anthony Liddicoat@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 283
@
Classroom Encounters With the Unspeakable: gDo You See, Danelle?".
@Douglas Macbeth@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 311
@
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Volume 17, Number 3@@@@@@@@ May-June 1994
@@@@@@@CONTENTS
@
Beyond Text Theory: Understanding Literary Response.
@David S. Miall and Don Kuiken@@@@@@@@@@@@@@@@@@@@@@ 337
@
Clarifying Boundary Conditions and Extending the Motives for Nonimmediate
Language Use: A Proposed Model and Test Using Physicians' Role Experience and
Gender.
@Roxanne Parrott@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 353
@
Making a List.
@Deborah Schiffrin@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 377
@
Ways of Describing: Assessing, Categorizing, and Discourse Analysis.
@N.G. Hartland@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 407
@
Time, Space, and Action: Exploring the Narrative Structure and Its Linguistic
Marking.
@Yves Bestgen and Jean Costermans@@@@@@@@@@@@@@@@@@@@@421
@
Children's Use of Discourse Markers in the Creation of Imaginary Participation
Frameworks.
@Susan M. Hoyte@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@447
@
Anaphoric Procedures in Four Text Types Written by Children.
@Genevieve de Weck and Bernard Schneuwly@@@@@@@@@@@@@@@@@ 465
@
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Volume 18, Number 1@@@@@@@ July-August 1994
@@@@@@@ CONTENTS
@
The Effect of Inferential Processes on Perceptual Identification.
@Rebecca Fincher-Kiefer@@@@@@@@@@@@@@@@@@@@@@@@@@@1
@
Dialogues Between French-Speaking Mothers and Daughters in Two Cultures:
France and Quebec.
@Josie Bernicot, Judith Comeau, and Helga Feider@@@@@@@@@@@@@@19
@
Using Linguistic Phenomena to Motivate a Set of Coherence Relations.
@Altistair Knott and Robert Dale@@@@@@@@@@@@@@@@@@@@@@35
@
Zero Quotatives.
@Terrie Mathis and George Yule@@@@@@@@@@@@@@@@@@@@@@@63
@
Comprehension and Use of Anaphoric Devices in Young and Older Adults.
@Leah L. Light, Janet L. Capps, Asha Singh,and Shirley A. Albertson Owens@ 77
@
Influences of Mother and Child on Maternal Talkativeness.
@Erika Hoff-Ginsberg@@@@@@@@@@@@@@@@@@@@@@@@@@@ 105
@
The Form and Function of Speech Act Exchanges in Children's Dyadic Interactions.
@Marie A. Sell, Robert Cohen, Arthur C. Graesser, Melissa K. Duncan, Glen E.
@Ray, Christine D. MacDonald, and Michette Crain@@@@@@@@@@@@@ 119
@
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Volume 18, Number 2@@@@@@September-October 1994
@@@@@@@CONTENTS
@
gL'Animal Qui Fait Oink! Oink!": Bilingual Children's Oral and Written Picture
Descriptions in English and French Under Varying Instructions.
@Hsin-feng Wu, Jeanne M. De Tempte, Jane A. Herman,and Catherine E. Snow@ 141
@
gTheories of Responsibility": The Social Construction of Intentions in
Mediation.
@Sara Cobb@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 165
@
Argumentative Text Writing: Developmental Trends.
@Caroline Golder and Pierre Coirier@@@@@@@@@@@@@@@@@@@@187
@
An Analysis of Persuasive Discourse: Learning How to Take a Stand.
@Ruth E. Knudson@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 211
@
The Role of Internal Standards in Assessment of Written Discourse.
@Sasan Johnson, Patricia Linton, and Robert Madigan@@@@@@@@@@@@231
@
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Volume 18, Number 3@@@@@@November-December 1994
@
@@@@@@@CONTENTS
@
Discourse Context Effects: Metaphorical and Literal Interpretations.
@Boaz Keysar@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 247
@
In Search of Complete Comprehension: Getting gMinimalists" to Work.
@Julie Foertsch and Morton Ann Gernsbacher@@@@@@@@@@@@@@@@ 271
@
Withholding Academic Advice: Institutional Context and Discourse Practice.
@Agnes Weiyun He@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 297
@
A Process Model of Request Tactic Evaluation.
@Min-Sun Kim and Mary Bresnahan@@@@@@@@@@@@@@@@@@@@@@317
@
An Example of Role Preparation by a Professional Actor: A Think-Aloud Protocol.
@Helga Noice and Tony Noice@@@@@@@@@@@@@@@@@@@@@@@@345
@
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Volume 19, Number 1@@@@@@January-February 1995
@@@ SPECIAL ISSUE: Literacy Among Latinos: Focus on School Contexts
@@@ GUEST EDITOR:@Richard P. Duran
@
@@@@@@@ CONTENTS
@
Introduction :
Notes on the Special Issue.
@Richard P. Duran@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@1
@
Articles:
Literacy in the Community: A Study of Mexicano Families in Chicago.
@Marcia Farr and Juan C. Guerra@@@@@@@@@@@@@@@@@@@@@@@7
@
Unpackaging Academic Discourse.
@Kris D. Gutierrez@@@@@@@@@@@@@@@@@@@@@@@@@@@@@21
@
Interactive Journals in Bilingual Classrooms: An Analysis of Language
"Transition".
@Eugene E. Garcia and Manuel Colon@@@@@@@@@@@@@@@@@@@@@39
@
Discourse Processes in Instructional Conversations: Interactions Between Teacher and
Transition Readers.
@Claude Goldenberg and Genevieve Patthey-Chovez@@@@@@@@@@@@@@ 57
@
Classroom Discourse and Opportunities to Learn: An Ethnographic Study of
Knowledge Construction in a Bilingual Third-Grade Classroom.
@Sabrina Tuyay, Louise Jennings, and Carol Dixon@@@@@@@@@@@@@@75
@
Turn Design and the Organization of Participation in Instructional Activities.
@Gene H. Lerner@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@111
@
Children's Discourse and Inferential Practices in Cooperative Learning.
@John J. Gumperz and Margaret Field@@@@@@@@@@@@@@@@@@@@133
@
Cooperative Learning Interaction and Construction of Activity.
@Richard P. Duran and Margaret H. Szymanski@@@@@@@@@@@@@@@@149
@
Book Review:
Rethinking Testing in a Diverse Society
Bernard B. Gifford and Maiy Catherine O'Connor (Eds.). Changing Assessments:
Alternative Views of Aptitude, Achievement, and Instruction.
@Jenny Cook-Gumperz@@@@@@@@@@@@@@@@@@@@@@@@@@@@165
@
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Volume 19, Number 2@@@@@@@ March-April 1995
@@@@@@@CONTENTS
@
Spatial Situation Models and Text Comprehension.
@Dieter Haenggi, Walter Kintsch, and Morton Ann Gernsbacher@@@@@@@@173
@
Family Talk About Talk: Mothers Lead the Way.
@Richard Ely, Jean Berko Gleason, Bhuvaneswari Nanasimhan,and Allyssa McCabe
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@201
@
Aspects of Recipient Design in Expert Advice-Giving on Call-In Radio.
@Ian Hutchby@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 219
@
On Irony and Negation.
@Rachel Giora@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@239
@
Typicality Shift in Semantic Categories as a Result of Cultural Transition:
Evidence From Jewish Argentine Immigrants in Israel.
@Joseph Shimron and Roberto Chernitsky@@@@@@@@@@@@@@@@@@ 265
@
Anaphoric Patterning in English and Mandarin Narrative Production.
@Ming-Ming Pu@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@279
@
The Impact of Electronic Networks on Scholarly Communication: Avenues for
Research.
@Julie Foertsch@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@301
@
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Volume 19, Number 3@@@@@@@@ May-June 1995
@@@@@@@CONTENTS
@
Preschool Children Pay Attention to Their Addressees: Effects of Gender
Composition on Peer Disputes.
@Melanie Killen and Letitia R. Naigles@@@@@@@@@@@@@@@@@@ 329
@
Why Not Say It Directly? The Social Functions of Irony.
@Shelly Dews, Joan Kaplan, and Ellen Winner@@@@@@@@@@@@@@@@347
@
Turn-Initial Versus Turn-Foal Laughter: Two Techniques for Initiating Remedy in
English/Italian Bookshop Service Encounters.
@Laura Gavioli@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 369
@
The Role of Temporal Segmentation Markers in Discourse Processing.
@Yves Bestgen and Wietske Vonk@@@@@@@@@@@@@@@@@@@@@@ 385
@
Out of Place: Narrative Insights Into Agoraphobia.
@Lisa Capps and Elinor Ochs@@@@@@@@@@@@@@@@@@@@@@@@407
@
Joint Reading Between Mothers and Their Head Start Children: Vocabulary
Development in Two Text Formats.
@A.D. Pellegrini, Lee Gatda, Ithel Jones, and Jane Perlmutter@@@@@@@441
@
On Variation in News-Text Prototypes: Some Evidence From English, Polish,and
German.
@Anna Duszak@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 465
@
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Volume 20, Number 1@@@@@@ July-August 1995
@
@@@@@@ CONTENTS
@
Text,Topos,and Mental Models.
@Robert J. Jarvella, Lita Landquist, and Jukka Hyonal@@@@@@@@@@@@1
@
Causal Connectives Increase Inference Generation.
@Keith K. Millis, Jonathan M. Golding, and Gregory Barker@@@@@@@@@ 29
@
Using Story-Based Causal Diagrams to Analyze Disagreements About Complex
Events.
@Brian P. Slapiro, Paul van den Broek, and Charles R. Fletcher@@@@@@@51
@
Reading Procedural Texts: Effects of Purpose for Reading and Predictions of
Reading Comprehension Models.
@Carol Bergfeld Mills, Virginia A. Diehl, Deborah P. Birkmire, and Lien-Chong
@Mou@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@79
@
Adolescent Girls, Conversations With Mothers and Friends: A Matter of Style.
@Sherry L. Beaumont@@@@@@@@@@@@@@@@@@@@@@@@@@@@109
@
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Volume 20, Number 2@@@@@@Septelnber-October 1995
@@@@@@@CONTENTS
@
On Babies, Bath Water, and Schemata: A Reconsideration of Top-Down Processes in
Comprehension.
@Paul Whitney, Desiree Budd, Robert S. Bramucci, and Robert S. Crane@@@ 135
@
Strategies for Resolving Coherence Breaks in Reading.
@Christopher M. Hakala and Edward J. O'Brien@@@@@@@@@@@@@@@ 167
@
Inferring Meanings That Are Not Intended: Speakers' Intentions and Irony
Comprehension.
@Raymond W. Gibbs, Jr., Jennifer E. O'Brien, and Shelly Doolittle@@@@@187
@
Joint Storytelling by Patients With Alzheimer's Disease and Their Spouses.
@Susan Kemper, Helly Lyons, and Cheryl Anagnopoulos@@@@@@@@@@@@205
@
Speakers, Addressees, and Frames of Reference: Whose Effort Is Minimized in
Conversations About Locations?
@Michael F. Schober@@@@@@@@@@@@@@@@@@@@@@@@@@@@219
@
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Volume 20, Number 3@@@@@@November-December 1995
@
@@@@@@@CONTENTS
@
Answering When Questions About Future Events in the Context of a Calendar
System.
@Jonathan M. Golding, Joseph P. Magliano, and William Baggett@@@@@@@249
@
Paragraphing, Reader, and Task Effects on Discourse Comprehension.
@Susan R. Goldman, Elizabeth U. Saul, and Nathalie Cote@@@@@@@@@@273
@
A Trading Relationship Between Reading Skill and Domain Knowledge in Children's
Text Comprehension.
@Beverly Colwell Adams, Laura C. Bell, and Charles A. Perfetti@@@@@@ 307
@
Positioning and Framing: Constructing Interactional Asymmetry in
Employer/Employee Discourse.
@Lena Gavruseva@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@325
@
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Volume 21, Number 1@@@@@@ January-February 1996
@
@@@@@@@CONTENTS
@
Comprehending Consistent and Inconsistent Causal Text Sequences:
A Construction-Integration Analysis.
@Murray Singer@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1
@
Spatial Situation Models and Narrative Understanding: Some Generalizations and
Extensions.
@Mike Rinck, Pepper Williams, Gordon H. Bower, and Eni S. Becker@@@@@@23
@
Question Answering and Expository Text.
@Keith K. Millis and Gregory P. Barker@@@@@@@@@@@@@@@@@@@57
@
Representation of Superordinate Goal Inferences in Memory.
@Stephen Dopkins@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@85
@
Reinstating Knowledge During Reading: A Strategic Process.
@Suzanne Mannes and Shelli M. Hoyes@@@@@@@@@@@@@@@@@@@@105
@
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Volume 21, Number 2@@@@@@@ March-April 1996
@@@@@@@CONTENTS
@
Mothers' Extratextual Comments During Storybook Reading: Stylistic Differences
Over Time and Across Texts.
@Catherine A. Haden, Elaine Reese, and Robyn Fivush@@@@@@@@@@@@135
@
Gender and Agression in the Recognition of Interruption.
@Mary I. Bresnahan and Deborah H. Cai@@@@@@@@@@@@@@@@@@@171
@
Coming of Age in Family Therapy Talk: Perspective Setting in Multiparty Problem
Formulations.
@Karin Aronsson and Ann-Christin Cederborg@@@@@@@@@@@@@@@@ 191
@
Cooperativity in Human-Machine and Human-Human Spoken Dialogue.
@Niels Ole Bernsen, Hans Dybkjaer, and Laila Dybkjaer@@@@@@@@@@@213
@
Topic Versus Cohesion in the Prediction of Causal Ordering in English
Conversation.
@Donald E. Hordy and Amy Leuchtmann@@@@@@@@@@@@@@@@@@@@237
@
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Volume 21, Number 3@@@@@@@@May-June 1996
@@SPECIAL ISSUE: The Use of Think-Aloud Protocols in Investigations of
@@@@@@@@@ Comprehension
@
@@@@@@@CONTENTS
@
Conscious Understanding During Comprehension.
@Tom Trabasso and Joseph P. Magliano@@@@@@@@@@@@@@@@@@@ 255
@
The Influence of Language Proficiency and Comprehension Skill on Situation-Model
Construction.
@Rolf A. Zwaan and Carol M. Brown@@@@@@@@@@@@@@@@@@@@@289
@
Commentaries:
Thinking Aloud: Telling a Story About a Story.
@Debra L. Long and Tammy Bourg@@@@@@@@@@@@@@@@@@@@@@ 329
@
Think-Aloud Protocols and the Study of Comprehension.
@Paul Whitney and Desiree Budd@@@@@@@@@@@@@@@@@@@@@@ 341
@
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Volume 22, Number 1@@@@@@@ July-August 1996
@
@@@@@@@CONTENTS
@
Evaluation of Interruption Behavior By Naive Encoders.
@Christine A. Coon and Paula J. Schwanenflugel@@@@@@@@@@@@@@@ 1
@
Exchange Patterns in the Oral Discourse of International Students in University Classrooms.
@Joanna Tapper@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@25
@
Predictive Inferences Occur On-Line, But With Delay: Convergence of Naming and
Reading Tires.
@Manuel G. Calvo and M. Dolores Castillo@@@@@@@@@@@@@@@@@@57
@
Influence of Discourse Context on Feature Availability in Conceptual
Combination.
@Christina L. Gagne and Gregory L. Murphy@@@@@@@@@@@@@@@@@ 79
@
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Volume 22, Number 2@@@@@@September-October 1996
@
@@@@@@@CONTENTS
@
Race and the Representation of Discourse: Fictitious Scenarios and the O.J.
Simpson Case.
@James F. Voss, Jennifer Wiley, Joseph Ciarrochi, Peter Foltz, and Laurie
@Silfies@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 103
@
The Availability of Causal Information During Reading.
@Debra L. Long, Mark R. Seely, and Brian J. Oppy@@@@@@@@@@@@@ 145
@
Japanese Language Socialization: Indexing the Modes of Self.
@Haruko Minegishi Cook@@@@@@@@@@@@@@@@@@@@@@@@@@ 171
@
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Volume 22, Number 3@@@ October-December 1996
@
@@@@@@@CONTENTS
@
Generating Predictive Interferences While Viewing a Movie.
@Joseph P. Magliano, Katinka Dijkstra, and Rolf A. Zwaan@@@@@@@@@ 199
@
Encoding Differences Between Bridging and Predictive Inferences.
@Rebecca Fincher-Kiefer@@@@@@@@@@@@@@@@@@@@@@@@@@225
@
Learning From Texts: Effects of Prior Knowledge and Text Coherence.
@Danielle S. McNamara and Walter Kintsch@@@@@@@@@@@@@@@@@ 247
@
Role Voicing, Gender, and Age in Preschool Play Discourse.
@R. Keith Sawyer@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 289
@
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Volume 23, No.1@@@@@@@@@@@@ 1997
@
@@@@@@ CONTENTS
@@@@@@
Processes involved in the resolution of explicit anaphors.
@ Edward J. O'Brien, Gary E.Raney,Jason E.Albrecht and Keith Rayner@@@@@1
@
Salting a wound or sugaring a pill:The pragmatic functions of ironic criticism.
@ Herbert L. Colston@@@@@@@@@@@@@@@@@@@@@@@@@@@@25
@
The role of prosody in children's inferences of ironic intent.
@ Linda M.Milosky and Janet A.Ford@@@@@@@@@@@@@@@@@@@@@47
@
Effects of aging on the production of Russian.
@ Iulia Gubarchuk and Susan Kemper@@@@@@@@@@@@@@@@@@@@@63
@
Locally contingent categorization in discourse.
@ Maryann Overstreet and George Yule@@@@@@@@@@@@@@@@@@@@83
@
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Volume 23, No.2@@@@@@@@@@@@ 1997
@
@@@@@@@ CONTENTS
@@@@@@@
Parents' Use of Nonliteral Language with Preschool Children.
@ Marie A. Sell,Roger J.Kreuz, and Lori Coppenrath@@@@@@@@@@@@@99
@
Use and Acquisition of Idiomatic Expressions in Referring by Native and
Non-Native Speakers.
@ Heather Borfeld and Susan E.Brennan@@@@@@@@@@@@@@@@@@@119
@
Effort and Active Experiencing as Factors in Verbatim Recall.
@ Tony Noice and Helga Noice@@@@@@@@@@@@@@@@@@@@@@@ 149
@
To Know or Not to Know:Comprehending Protagonists' Beliefs and Their Emotional
Consequences.
@ Manuel De Vega,Jose M.Diaz,and Inmaculada Leon@@@@@@@@@@@@@ 169
@
Effects of Textual and Cohesive Structure on Discourse Processing.
@ Michael L. Hoover@@@@@@@@@@@@@@@@@@@@@@@@@@@@193
@@@@
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Volume 23, No.3@@@@@@@@@@@@ 1997
@
@@ Special Issue: Discourse Processes after Two Decades
@
Preface:Discourse Processes after Two Decades.
@ Arthur C. Graesser and Morton Ann Gernsbacher,@Co-editors@@@@@@@ 223
@
In Memoriam.
@ Robert de Beaugrande@@@@@@@@@@@@@@@@@@@@@@@@@@ 225
@
@@@@@@@@@@ CONTENTS
@
Contributions from Psychology
@
Quantitative Discourse Psychology.
@ Arthur C. Graesser,Shane S. Swamer, and Xiangen Hu@@@@@@@@@@@ 229
@
Two Decades of Structure Building.
@ Morton Ann Gernsbacher@@@@@@@@@@@@@@@@@@@@@@@@@ 265
@
Evaluation during the Understanding of Narratives.
@ Asli @zy@rek and Tom Trabasso@@@@@@@@@@@@@@@@@@@@@305
@
Sentences,Individual Differences and Multiple Texts : Three Issues in text
@ Charles A. Perfetti@@@@@@@@@@@@@@@@@@@@@@@@@@@337
@
Learning form Text : Reflections on 20 Years of Research and Suggestions for New
Directions of Inquiry.
@ Susan Goldman@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@357
@
The Relevance of Multiple-Choice Reading Test Data In Studying Expository
Passage Comprehension : The Saga of a 15 Year Effort Towards an
Experimental/correlational Merger.
@Roy O. Freedle@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@399
@
Contributions form Computational Linguistics
@
Information extraction : What have we learned?
@ Wendy Lehnert@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@441
@
Contributions from Education
@
Shared thinking : Cultural and institutional variations.
@ Barbara Rogoff and Chikako Toma@@@@@@@@@@@@@@@@@@@@@471
@
Contributions from Sociology
@
Practices and actions : Boundary cases of other-initiated repair.
@ Emanuel Schegloff@@@@@@@@@@@@@@@@@@@@@@@@@@@@499
@
Contributions from Sociolinguistics
@
The O.J.Simpson case as an exercise in narrative analysis.
@ Robin Lakoff@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 547
@
Introducing the Interdisciplinary Field
@
Dogmas of Understanding.
@ Herbert H. Clark@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 567
@
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Volume 24, No.1@@@@@@@@@@@1997
@
Special Issue : Discourse Markers
@
Preface : Discourse Markers.
@ Wilbert Spooren and Rodie Risselada@@@@@@@@@@@@@@@@@@@@1
@
@@@@@@@@@@ Contents
@
"Coherence relations" : Towards a General Specification.
@ John Bateman and Klass Jan Rondhuis@@@@@@@@@@@@@@@@@@@@3
@
On the Pragmatic Nature of Causal and Constrastive Connectives.
@ Leonoor E. Oversteegen@@@@@@@@@@@@@@@@@@@@@@@@@@ 5
@
Ma(r)king concessions in English.
@ Brigitte Grote, Nils Lenke, and Manfred Stede@@@@@@@@@@@@@@ 87
@
Semantic and Pragmatic Sources of Coherence : On the Categorization.of Coherence
Relations in Context.
@ Ted Sanders@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@119
@
The Processing of Underspecified Coherence Relations.
@ Wilbert Spooren@@@@@@@@@@@@@@@@@@@@@@@@@@@@@149
@
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Volume 24, No.2,No.3@@@@@@@@ 1997
@
A stringent test of the influence of attitudes on text memory.
@ Susan T.Zimny and Donald U.Robertson@@@@@@@@@@@@@@@@@@ 167
@
Constructing inferences in expository text comrehension.
@ Murray Singer, Dana Harkness, and Susan Stewart@@@@@@@@@@@@@199
@
Comprehending referential expressions during reading: Evidence from eye
tracking.
@ Shelia M.Kennison and Peter C.Gordon@@@@@@@@@@@@@@@@@@ 229
@
Unconfounding common ground.
@ Boaz Keysar@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@253
@
Person and tense in narrative interpretation.
@ Erwin M.Segal,Gregory Miller,Carol Hosenfeld,Aurora Mendelsohn, William
@ Russell, James Julian, Alyssa Greene, and Joseph Delphonse@@@@@@@ 271
@
Gender differences in early mother-child interactions: Talking about imminent
event
@ Barbara Eisenmann@@@@@@@@@@@@@@@@@@@@@@@@@@@@309
@@@@
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Volume 25,@No.1,@@1998
@
Students making sense of informational text: Relations between processing and
representation.
@ Nathalie Cote,Susan R. Goldman, and Elizbeth U.Saul@@@@@@@@@@@@1
@
Using elderspeak with older adults.
@ Tamara Harden, and Catherine Billington@@@@@@@@@@@@@@@@@ 55
@
Retelling stories in spontaneous conversation.
@ Neal R. Norrik@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@75
@
Recycling cotext : The impact of prior conversation on the emergence of episodes
in a multiparty radio talk show.
@ Natascha Korolija@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 99
@
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Volume 25,@No.2 & 3,@ 1998
@
@Special Issue: Quantitative approaches to semantic knowledge representations.
@@@ Guest editor : Peter W. Foltz
@
Quantitative approaches to semantic representations.
@ Peter W. Foltz@@@@@@@@@@@@@@@@@@@@@@@@@@@@@127
@
Thinking about knowledge learned from instruction and experience: two tests of a
connectionist model.
@ Bruce K.Britton and Robert C.Sorrells@@@@@@@@@@@@@@@@@ 131
@
Knowledge digraph contribution analysis of protocol data.
@ Richard M. Golden@@@@@@@@@@@@@@@@@@@@@@@@@@@ 179
@
Explorations in context space: words,sentences,discourse.
@ Curt Burgess, Kay Livesay, and Kevin Lund@@@@@@@@@@@@@@@ 211
@
An introduction to latent semantic analysis.
@ Thomas K. Landauer, Peter W. Foltz, and Darrell Laham@@@@@@@@@ 259
@
The measurement of textual coherence with latent semantic analysis.
@ Peter W. Foltz, Walter Kintsch, and Thomas Landauer@@@@@@@@@@ 285
@
Learning from text: matching readers and texts by latent semantic analysis.
@ Michael B.W. Wolfe, M.E. Schreiner, Bob Rehder, Darrell Laham, Peter W.Foltz,
@Walter Kintsch, and Thomas Landauer@@@@@@@@@@@@@@@@@@ 309
@
Using latent semantic analysis to assess knowledge: some technical
considerations.
@ Bob Rehder, M.E. Schreiner, Michael B.W. Wolfe, Darrell Laham, Thomas
@ Landauer, and Walter Kintsch@@@@@@@@@@@@@@@@@@@@@@337
@
Motive and opportunity: some coments on LSA,HAL,KDC, and principal components.
@ Charles R. Fletcher and Brian Linzie@@@@@@@@@@@@@@@@@@355
@
The Limits of co-occurrence: tools and theories in language research.
@ Charles A. Perfetti@@@@@@@@@@@@@@@@@@@@@@@@@@ 363
@
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Volume 26, No.1@@1998
@
How what we tell becomes what we know: listner effects on speakers' long-term
memory for events.
@ Monisha Pasupathi, Lisa M. Stallworth, and Kyle Murdoch@@@@@@@@@1
@
Ostensible lies and the negotiation of shared meanings.
@ Marsha D. Walton@@@@@@@@@@@@@@@@@@@@@@@@@@@@27
@
Polyadic language socialization strategy: the case of toddlers in Senegal.
@ Jacqueline Rabain-Jamin@@@@@@@@@@@@@@@@@@@@@@@@ 43
@
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Volume 26, No.2 & 3@ 1998
@
@Special Issue : Memory-based text processing.
@Guest Editors : Edward J. O'Brien, Robert F Lorch,Jr., and Jerome L. Myers
@
The readiness is all : the functionality of memory-based text processing.
@ Richard J. Gerrig and Gail McKoon@@@@@@@@@@@@@@@@@@@ 67
@
Accessing distant text information during reading : effects of contextual cues.
@ Jason E. Albrecht and Jerome L. Myers@@@@@@@@@@@@@@@@@ 87
@
What is readily available during reading ?@A memory-based view of text
processing.
@ Anne E. Cook, Jennifer G. Halleran, and Edward J. O'Brien@@@@@@@109
@
Accessing the discourse representation during reading.
@ Jerome L. Myers and Edward J. O'Brien@@@@@@@@@@@@@@@@@131
@
The role of scenario mapping in text comprehension.
@ Anthony J. Sanford and Simon C. Garrod@@@@@@@@@@@@@@@@ 159
@
Memory-based processing in understanding causal information.
@ Leo G. M. Noordman and Wietske Vonk@@@@@@@@@@@@@@@@@@191
@
Commentary:
@
Memory-based text processing : assumptions and issues.
@ Robert F. Lorch,Jr.@@@@@@@@@@@@@@@@@@@@@@@@@@213
@
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Volume 27@ No.1@@@@@@@@@1999
@
How beliefs about a partner's goals affect referring in goal-discrepant
conversations.
@ Alex W. Russell and Michael F. Schober@@@@@@@@@@@@@@@@@ 1
@
Listening in on monologues and dialogues.
@ Jean E. Fox Tree@@@@@@@@@@@@@@@@@@@@@@@@@@@@35
@
Social skills of older people: conversations in same- and mixed-age dyads.
@ Dixie D. Vandeputte, Susan Kemper, Mary Lee Hummert, Karen A. Kemtes,
@ Jaye Shaner, and Chris Segrin@@@@@@@@@@@@@@@@@@@@@ 55
@
Resolving signals to cohesion : two models of bridging inference.
@ Russell Revlin and Mary Hegarty@@@@@@@@@@@@@@@@@@@@ 77
@
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Volume 27@ No.2@@@@@@@@@1999
@
Special Issue:Meaning making@ guest editor: Timothy Koschmann
@
@
Editor's introduction
@
The edge of many circles:making meaning of meaning making.
@ Timothy Koschmann@@@@@@@@@@@@@@@@@@@@@@@@@@@ 103
@
Analyses
@
Theory presentation and assessment in a problem-based learning group.
@ Phillip J. Glenn, Timothy Koschmann,and Melinda Conlee@@@@@@@@@119
@
Learning to reason through discourse in a problem-based learning group.
@ Carl H. Frederiksen@@@@@@@@@@@@@@@@@@@@@@@@@@ 135
@
Applying a sociocultural lens to the work of a transition community.
@ Annemarie Sullivan Palincsar@@@@@@@@@@@@@@@@@@@@@@161
@
Typological and topological meaning in diagnostic discourse.
@ J.L. Lemke@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@173
@
The organizational and development of discursive practices for
"Having a Theory".
@ Rogers Hall@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 187
@
Commentaries
@
What difference does the difference make? Understanding difference
across perspectives.
@ Judith L. Green and Marleen McClelland@@@@@@@@@@@@@@@@@219
@
Transitioning to professional practice:A Deweyan view of five analyses
of problem-based learning.
@ Jeremy roschelle@@@@@@@@@@@@@@@@@@@@@@@@@@@@231
@
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Volume 27, No.3,@@1999
@
Forward inferences: from activation to long-term memory.
@ Celia M. Klin, John D. Murray, William H. Levine, and
@ Alexandria E.Guzman@@@@@@@@@@@@@@@@@@@@@@@@@@ 241
@
Accessibility of spatial information in a situation model.
@ Christopher M. Hakala@@@@@@@@@@@@@@@@@@@@@@@@@ 261
@
The strategic nature of less skilled readers' suppression problems.
@ Debra L. Long, Mark R. Seely, and Brian J. Oppy@@@@@@@@@@@@ 281
@
Latent semantic analysis: A theory of the psychology of language and
mind.
@ Thomas K. Landauer@@@@@@@@@@@@@@@@@@@@@@@@@@@303
@
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Volume 28, No.1,@1999
@
Indexial understanding of instructions.
@ Arthur M. Glenberg and David A. Robertson@@@@@@@@@@@@@@@@ 1
@
Discourse and agency in school science laboratories.
@ Wolff-Michael Roth@@@@@@@@@@@@@@@@@@@@@@@@@@@ 27
@
Commentaries
@
Language comprehension : Archival memory of preparation for situated
action?
@ Lawrence W. Barsalou@@@@@@@@@@@@@@@@@@@@@@@@@@@61
@
Embodied cognition, perceptual symbols, and situationa models.
@ Rolf Zwaan@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@81
@
Two routes to the human body.
@ Mike Rinck@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@89
@
Anchoring language in reality : observations on reference and representation.
@ Stellan Ohlsson@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 93
@
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Volume 28, No.2,@1999
@
Special Issue : Empirical Studies of Literature : Selected Papers From
IGEL 98'
@
Guest Editor : David S. Miall
@
Editor's Introduction
@ David S. Miall@@@@@@@@@@@@@@@@@@@@@@@@@@@@@107
@
Genres of Discourse and the Definition of Literature.
@ Gerard Steen@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@109
@
What is Literariness ? Three Components of Literary Reading.
@ David Miall and Don Kuiken@@@@@@@@@@@@@@@@@@@@@@@121
@
Metaphorical (In)coherence in discourse.
@Yeshayahu Shen and Noga Balaban@@@@@@@@@@@@@@@@@@@@@139
@
Readers as text processors and preformers : A new formula for poetic intonation.
@Tom Barney@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 155
@
Spotlight on spectators :@Emotions in the theater.
@Elly A. Konijin@@@@@@@@@@@@@@@@@@@@@@@@@@@@@169
@
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Volume29,@@ No.1@@2000
@
Emotional reactions to verbal irony.
@John S. Leggitt and Raymond W. Gibbs,Jr.@@@@@@@@@@@@@@@@@ 1
@
Transcribing oral discourse: A survey and a model system.
@Richard A. Dressler and Roger J. Kreuz@@@@@@@@@@@@@@@@@@25
@
The role of coherence relations and their linguistic markers
in text processing.@@@@@
@Ted J.M.Sanders and Leo G.M.Noordman@@@@@@@@@@@@@@@@@@@37
@
Repetition effects from paraphrased text : evidence for an integrated
representation model of text representation.
@Gary E.Raney,Devid J.Therriault and Scott R.B.Minkoff@@@@@@@@@@ 61
@
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Volume29@No.2@@ 2000
@
Verb aspect and situational models.
@Joseph P. Magliano and Michelle C. Schleich@@@@@@@@@@@@@@@ 83
@
Say it's a lie or I'll punch you : Naive epistemology in classroom
conflict episodes.
@Marsha D.Walton@@@@@@@@@@@@@@@@@@@@@@@@@@@@@113
@
Illusory transparency revisited.
@Richard J.Gerrig,Justina O.Ohaeri, and Susan E.Brennan@@@@@@@@@ 137
@
The illusory transparency of intention : Does June understand what
mark means because he means it?
@Boaz Keysar@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@161
@
What can we conclude from speakers behaving badly?
@Richard J.Gerrig,Susan E. Brennan, and Justina O. Ohaeri@@@@@@@@ 173
@
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Volume 30@No.1@@2000
@
Narrating bereavement : Thematic and grammatical predictors of
adjustment to loss.
@Lisa Capps and George A. Bonanno@@@@@@@@@@@@@@@@@@@@@ 1
@
The occurrence of causal bridging and predictive inferences in young
and older adults.
@Debra L. Valencia-Laver and Leah L. Light@@@@@@@@@@@@@@@@ 27
@
The metaphor framing effect : Metaphorical reasoning about text-based
dilemmas.
@Shani Robins and Richard E. Mayer@@@@@@@@@@@@@@@@@@@@ 57
@
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Volume 30@No.2@ 2000
@
Preference organization and reply comprehension.
@Thomas Holtgraves@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 87
@
The role of explicit moral points in fable reading.
@David I. Hanauer and Shoshi Waksman@@@@@@@@@@@@@@@@@@@107
@
The motivational functions of preschoolers' private speech.
@Shuhui Chiu@and Patricia A. Alexander@@@@@@@@@@@@@@@@@ 133
@
Cultural variations in the construction of personal narratives:
Central American and European mothers' elicitation styles.
@Gigliana Melzi@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 153
@
Contrast of kind versus contrast of magnitude : The pragmatic
accomplishments of irony and hyperbole.
@Herbert L. Colston and Jennfer O'Brien@@@@@@@@@@@@@@@@@ 179
@
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Volume 30@No.3@2000
@
Updating situational models from descriptive texts : A test of the
situational operator model.
@ Keith K. Millis, Anne King, and Hyun-Jeong J. Kim@@@@@@@@@@@ 201
@
Identifying individual and collective acts of remembering in
task-related communication.
@ Adrian Bangerter@@@@@@@@@@@@@@@@@@@@@@@@@@@@237
@
Repetition in narratives of African Americans : The effects of aphasia.
@ Hanna K. Ulatowska, Gloria Streit Olness, CaSaundra L. Hill,
@ Julie A. Roberts, and Molly W. Keebler@@@@@@@@@@@@@@@@@265
@
Syntactic focusing structures influence discourse processing.
@ Stancy L. Birch, Jason E. Albrecht, and Jerome L. Myers@@@@@@@@ 285
@
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Volume 31, No.1@2001
@
Text is not communication : A challenge to a common assumption.
@ Peter Dixon and Marisa Bortolussi@@@@@@@@@@@@@@@@@@@@ 1
@
Text retrieval : A theoretical exploration.
@ Murray Singer and Walter Kintsch@@@@@@@@@@@@@@@@@@@@ 27
@
Keeping in step : Task structure, discourse structure, and utterance
interpretation in the step aerobics workout.
@ Judy Delin@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 61
@
Language use in computer-mediated communication : The role of
coordination devices.
@ Jeffrey T. Hancock and Philip J. Dunham@@@@@@@@@@@@@@@@@91
@
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Volume 31, No.2@ 2001
@
Representation of complex goal structures in narrative comprehension.
@ Eric Richards and Murray Singer@@@@@@@@@@@@@@@@@@@@ 111
@
The effects of thematic roles on pronoun use and frequency of reference
continuation.
@ Jennifer E. Arnold@@@@@@@@@@@@@@@@@@@@@@@@@@@137
@
Effects of information search tasks on the comprehension of instructional
text.
@ Jean-Francois Rouet, Eduardo Vidal-Abarca, Alain Bert Erboul, and
@ Victor Millogo@@@@@@@@@@@@@@@@@@@@@@@@@@@@@163
@
The influence of prior knowledge on the time course of clinical diagnosis
inferences : A comparison of experts and novices.
@ Jose A. Leon and Olga Perez@@@@@@@@@@@@@@@@@@@@@@ 187
@
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Volume 31, No.3@2001
@
Interpersonal motives in comprehension of narratives.
@ Elena Gamez and Hipolito Marrero@@@@@@@@@@@@@@@@@@@@215
@
Updating spatial situational models : Effects of prior knowledge and task
demands.
@ Nathalie Blanc and Isabelle Tapiero@@@@@@@@@@@@@@@@@@ 241
@
Associative and causal constraints in the process of generating predictive
inferences.
@ Nicolas Campion and Jean-Pierre Rossi@@@@@@@@@@@@@@@@@ 263
@
Embodies cognition through improvisation improves memory for a dramatic
monologue.
@ Christina L. Scott, Richard Jackson Harris, and Alicia R. Rothe@@@@ 293
@
Narrative structure in recounted sad memories.
@ Kristin L. Nelson and Leonard M. Horowitz@@@@@@@@@@@@@@@ 307
@
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Volume 32, No.1@2001
@
Specialized corrective repair sequences : Shared book reading with
children with histories of specific language impairment.
@ Judith Vander Woude and Ellen Barton@@@@@@@@@@@@@@@@@@@1
@
Contrast ratio : Shifting burden of proof in informal arguments.
@ Jeremy Bailenson@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 29
@
Bias in predictive inferences during reading.
@ Manuel G. Calvo and M. Dolores Castillo@@@@@@@@@@@@@@@@@43
@
Authorial intentions in text understanding.
@ Raymond W. Gibbs,Jr.@@@@@@@@@@@@@@@@@@@@@@@@@@ 73
@
Of texts and toggles : Categorical versus continuous views of
communication.
@ Richard J. Gerrig and William S. Horton@@@@@@@@@@@@@@@@@81
@
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@
Volume 32, No.2&3@ 2001
@
Special Issue : Argumentation in Psychology
@
Argumentation in psychology : Background comments.
@ James F. Voss and Julie A. Van Dyke@@@@@@@@@@@@@@@@@@@89
@
The origins and nature of arguments : Studies in conflict understanding,
emotion, and negotiation.
@ Nancy L. Stein and Elizabeth R. Albro@@@@@@@@@@@@@@@@@ 113
@
The development of argumentive discourse style.
@ Mark Felton and Deanna Kuhn@@@@@@@@@@@@@@@@@@@@@@ 135
@
Influence of oral discussion on written argument.
@ Alina Reznitskaya, Richard C. Anderson, Brian McNurlen,
@ Kim Nguyen-Jahiel, Anthi Archodidou, and So-young Kim@@@@@@@@@ 155
@
Changing stances on abortion during case-based reasoning tasks :
Who changes and under what conditions.
@ Ronan S. Bernas and Nancy L. Stein@@@@@@@@@@@@@@@@@@@177
@
Science on the web : Student evaluations of scientific arguments.
@ Sarah K. Brem, Janet Russell, and Lisa Weems@@@@@@@@@@@@@@191
@
Narrative structure, information certainty, emotional content, and
gender as factors in a pseudo jury decision-making task.
@ James F. Voss and Julie A. Van Dyke@@@@@@@@@@@@@@@@@@ 245
@
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Volume 33, No.1@@2002
@
The symbol precedence view of mathematical development : A corpus analysis
of the rhetorical structure of textbooks.
@ Mitchell J. Nathan, Scott D. Long, and Martha W. Alibali@@@@@@@@@1
@
Classifying student initiatives and tutor responses in human
keyboard-to-keyboard tutoring sessions.
@ Farhana Shah, Martha Evens, Joel Michael, and Allen Rovick@@@@@@@ 23
@
My recaller is on vacation : Discourse analysis of nursing-home residents
with dementia.
@ Katinka Dijkstra, Michelle Bourgeois, Geoffrey Petrie, Lou Burgio, and
@ Rebecca Allen-Burge@@@@@@@@@@@@@@@@@@@@@@@@@@@53
@
Development of the expression of indefinitedness : Presenting new
referents in Turkish picture-series stories.
@ Aylin C. Kuntay@@@@@@@@@@@@@@@@@@@@@@@@@@@@@77
@
@
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