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Το μοντέλο κατανόησης κειμένου κατά την ανάγνωση του Kintsch PowerPoint PPT Presentation


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Το μοντέλο κατανόησης κειμένου κατά την ανάγνωση του Kintsch. Περιεχόμενα. Περιεχόμενα. Περιεχόμενα. Το μοντέλο κατανόησης κειμένου κατά την ανάγνωση του Kintsch.

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Το μοντέλο κατανόησης κειμένου κατά την ανάγνωση του Kintsch

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Kintsch





Kintsch

Kintsch - (construction-integration CI) Kintsch & van Dijk & Kintsch, 1983 Kintsch (Kintsch, 1998; Kintsch, 2002).


(Dijk & Kintsch (1983)

  • Dijk & Kintsch (1983) :


(Dijk & Kintsch (1983)

  • .

  • (textbase) , . .

  • (situation model) . , , , , , .. , .


(Dijk & Kintsch (1983)

  • , , .

  • . , ,


Construction-Integration model

  • Kintsch (Kintsch, 1998, 2002) -.

  • - .

  • Kintsch . :

  • (text based)

  • (situation model)


(text based)

  • .

  • .


(text based)

  • .

  • .

  • .

  • . .


(text based)H

  • , .

  • .

  • . (Levelt, 1989).


(text based)H

  • - (Van Dijk, 1972).

  • - . , - , , .

  • - -(Van Dijk & Kintsch, 1983)


-

  • : .

  • :

  • : .

    .


  • .

  • ,

  • . . . .


(situation model)

  • .

  • .

  • (.. Zwaan & Radvansky, 1998).


(situation model)

  • . .

  • . , .

  • , (Kintsch, 1994).


;

  • O Kintsch, 2002, . .

  • . (Perrig & Kintsch, 1985), (Schmalhofer & Glavanof, 1986) (Mannes & Kintsch, 1987).


K

/

Kintsch

Kintsch :


1

(Kintsch, 1998, . 149)

: John left early. That shocked everyone.

:

P1: LEAVE [JOHN]

P2: EARLY [P1]

P3: SHOCKED [P2, EVERYONE]


2

(Garrod et al., 1994; Kintsch, 1998, s.149)

:

Flying to America. Jane wasnt enjoying the flight at all. The dry air in the plane made her really thirsty. Just as she was about to call her, she noticed the stewardess coming down the aisle with the drink trolley.

1: Right away she ordered a large glass of coke.

2: Right away she poured a large glass of coke


  • Flight

  • In-Plane

  • Is [Jane, J]

  • Is [Stewardess, S]

  • Not -enjoy [J, Flight]

  • Make-thirsty [air, J]

  • See[J, S]

  • Call[J,S]

  • Come[S, aisle, drink_t]


  • order[J, coke]; order[S, coke];

  • pour[J, coke]; pour[S, coke];

    .


Flight

Not-enjoy [J, Flight]

J

order

In-Plane

Make-thirst [air, J]

Plane

coke

S

Call[J,S]

See[J,S]

Come [S, aisle, drink-t]

Order[S, coke]

Order[J, coke]

2:


Flight

Not-enjoy [J, Flight]

J

order

In-Plane

Make-thirst [air, J]

Plane

coke

S

Call[J,S]

See[J,S]

Come [S, aisle, drink-t]

Order[S, coke]

Order[J, coke]

3: ( ) .


Flight

Not-enjoy [J, Flight]

J

order

In-Plane

Make-thirst [air, J]

Plane

coke

S

Call[J,S]

See[J,S]

Come [S, aisle, drink-t]

Order[S, coke]

Order[J, coke]

- 1: order [S, coke]


Flight

Not-enjoy [J, Flight]

J

order

In-Plane

Make-thirst [air, J]

Plane

coke

Call[J,S]

S

See[J,S]

Come [S, aisle, drink-t]

Order[J, coke]

2: .


3 - 2


3 - 2

  • 1 2 , textbase situation model.

  • To textbase 3 .

  • NOT-GETRID 2 (modifiers):

    THROUGH-LUNGS ENOUGH

  • textbase. , ENOUGH


3 - 2

situation model . , . . situation model, .


3- situation model


3-

  • textbase situation model 2. textbase situation model .

  • , , . , . 2, NOTGETRID MIX 2 CARRY .


3-

  • , , .

  • textbase. , , . . , .


3-

  • situation model, CO2 . .

  • CO2 . .

  • therefore because 2 , situation model .

  • situation model 1 . .


  • , , 2 . ;


McNamara et al (1993) :

  • , . McNamara et al (1993) (learnability) : , , . , , . , .


  • , . , . , , . , . , , McNamara et al (1993) .


  • Garrod, S. and Doherty, G. (1994). Conversation, co-ordination and convention: an empirical investigation of how groups establish linguistic conventions. Cognition 53, 181-215.

  • Kintsch, W. (2002). On the notions of theme and topic in psychological process models of text comprehension. In M. Louwerse & W. van Peer (Eds.), Thematics: Interdisciplinary Studies (pp. 157-170). Amsterdam:Benjamins.

  • Kintsch, W. (1998). A paradigm for cognition. New York: Cambridge University Press

  • Kintsch (1994a). Discourse processes. In G. d Ydewalle, P. Eelen, & P. Bertelson (Eds.), International perspectives on psychological science. Vol.2: The state of the art (pp. 135-55). Hillsdale, NJ: Erlbaum.

  • Kintsch (1994b). Kognitionspsychologische Modelle des Textverstehens:Literarische Texte. In K. Reusser & M. Reusser (Eds.), Verstehen (pp. 39-54). Bern: Hans Huber.

  • Kintsch (1994c). Learning from Text. American Psychologist, 49, 294-303

  • Kintsch, W. (1992). A cognitive architecture for comprehension. In H. L. Pick, P. van den Broek, & D. C. Knill (Eds.), The study of cognition: Conceptual and methodological issues (pp. 143-164). Washington, DC: American Psychological Association.


  • Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182

  • Kintsch, W. (1988). Comprehension: A paradigm for cognition. New York: Cambridge University Press.

  • Kintsch, W., & van Dijk, T.A. (1978). Towards a model of text comprehension and production. Psychological Revew, 85, 363-394

  • Kintsch, W., & Vipond, D. (1979). Reading comprehension and readability in educational practice and psychological theory. In L. G. Nilson (Ed.), Perspectives of memory research (pp. 325-366). Hillsdale, N.J: Erlbaum.

  • Levelt, W. (1989) Speaking: From intention to articulation. Cambridge, MA: MIT Press.

  • McNamara, D.S., Kintsch, E., Butler-Songer, N., & Kintsch, W. (1993).Text coherence, background knowledge, and levels of understanding in Learning from text

  • Mannes, S., M., & Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4 91-115.


  • Perrig, W., & Kintsch, W. (1985). Propositional and situational representations of text. Journal of Memory & Language, 24, 503-518.

  • Schmalhofer, F. & Glavanov, D. (1986) Three components of understanding a programmers manual: verbatim, propositional, and situational representations. Journal of Memory and Language, 25, 279-294.

  • Van Dijk, T.A., & Kintsch, W. (1983). Strategies of discourse comprehension. San Diego, CA: Academic Press

  • Van Dijk, T.A. (1972). Some aspects of text grammars. The Hague: Mouton. (1980). Macrostructures. The Hague:Mouton.

  • Zwaan RA, Radvansky GA. 1998. Situation models in language comprehension and memory. Psychologocal Bulletin 123: 162-185.


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