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Stalter, William – College Composition and Communication, 1978
The structure of any and all written discourse can be described using four basic relationships (those implied by "therefore,""but,""and then," and "and") and three combined relations between sentences and clusters of sentences. (DD)
Descriptors: Connected Discourse, Discourse Analysis, Higher Education, Relationship
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Penman, Robyn – Discourse Processes, 1987
Investigates the relevance of a Gricean model for accounting for coherent discourse in courts of law. Identifies 19 rules of discourse congruent with Grice's Cooperative Principle in transcripts of eight trials. However, finds courts must coerce participants to be cooperative. Concludes that Grice's theory does not account adequately for coherent…
Descriptors: Coherence, Connected Discourse, Cooperation, Court Litigation
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King, David J. – Journal of General Psychology, 1973
Descriptors: College Students, Connected Discourse, Educational Research, Reading
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Anderson, Richard C.; Carter, John F. – American Educational Research Journal, 1972
Findings clearly demonstrate that interference theory can account for the forgetting of meaningfully-learned, connected discourse. (Authors)
Descriptors: Connected Discourse, Data Analysis, Inhibition, Interference (Language)
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diSibio, Mary – Review of Educational Research, 1982
Early work by Bartlett in memory theory is contrasted with the more firmly entrenched empirical-associationistic notions of his time. Contemporary lines of research are then discussed within the perspective of this ongoing controversy. A more purely constructive model with active processing during retention, recall, and comprehension is presented.…
Descriptors: Cognitive Processes, Connected Discourse, Memory, Models
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Johnson, John P.; And Others – Language, Speech, and Hearing Services in Schools, 1980
The study compared the productions of 35 articulation impaired children (ages 3 to 10) obtained by picture elicited single word and connected speech sampling methods. Productions were compared on the basis of both the number and type of errors made under the two testing conditions. (Author/PHR)
Descriptors: Articulation Impairments, Children, Connected Discourse, Error Patterns
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Winslow, Mary; Guitar, Barry – Language, Speech, and Hearing Services in Schools, 1994
This study examined the effects of structured conversational turn-taking on disfluencies and speech rate of a boy (age 5) who stuttered, based on dinner-time conversations in the subject's home. Results indicated that disfluencies decreased when structured conversational turn-taking was instituted and increased when turn-taking conditions were not…
Descriptors: Case Studies, Children, Connected Discourse, Performance Factors
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Strong, Carol J.; Shaver, James P. – Journal of Speech and Hearing Research, 1991
Short-term stability of cohesion scores for spoken narratives of 39 language-impaired and 39 normally developing elementary-aged children was investigated. Mean cohesive adequacy scores were stable across narratives, but stability coefficients were only moderately large. Results also indicated that stability increases as children gained experience…
Descriptors: Coherence, Connected Discourse, Discourse Analysis, Elementary Education
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Juncos-Rabadan, Onesimo; Pereiro, Arturo X.; Rodriguez, Maria Soledad – Brain and Language, 2005
This study examined age-related changes in narrative speech of 79 adults aged 40-91 who told stories from their pictorial representations. Quantity, information content and cohesion of narratives were analysed using a detailed transcription and codification system. We carried out a LISREL analysis to study relationships between narrative…
Descriptors: Aging (Individuals), Adults, Narration, Speech Communication
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Sheckley, Barry G.; Bell, Sandy – New Directions for Adult and Continuing Education, 2006
This chapter highlights the central role of experience in learning and consciousness; it also outlines experience-based instructional processes that adult educators can use. (Contains 1 figure.)
Descriptors: Teaching Methods, Adult Educators, Adult Learning, Brain
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McClure, Kathleen; Pine, Julian M.; Lieven, Elena V. M. – Journal of Child Language, 2006
In the current debate about the abstractness of children's early grammatical knowledge, Tomasello & Abbott-Smith (2002) have suggested that children might first develop "weak" or "partial" representations of abstract syntactic structures. This paper attempts to characterize these structures by comparing the development of constructions around…
Descriptors: Verbs, Child Language, Program Validation, Investigations
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Nahachewsky, James; Ward, Angela – English Teaching: Practice and Critique, 2007
There is a continuing need to investigate how contemporary students in schools are writing the word, and their world, beyond modernist parameters of the page. This article explores the online writing of a senior English world literature class, located in a Western Canadian city, as examined through a recent qualitative case study. Borrowing a 17th…
Descriptors: Online Courses, English Instruction, Case Studies, World Literature
Foster, Sue – 1982
The emergence of the ability to maintain and develop a topic of conversation is examined. The production of a competently structured topic involves utterances that are both propositionally contingent on previous utterances and related to the global concern of the topic. Children under 2 years of age can only product utterances that are…
Descriptors: Child Language, Communicative Competence (Languages), Connected Discourse, Infants
Hull, Glynda A.; Smith, William L. – 1981
Composing is controlled by information feedback from prior behavior which serves to influence future behavior. This model posits movement toward a desired end product through a continual interchange of writing and examining and evaluating what has been written against internal standards. A study was conducted to determine the extent to which…
Descriptors: Connected Discourse, Feedback, Visual Stimuli, Writing (Composition)
ROSENBERG, SHELDON – 1967
THIS ARTICLE CONTAINS A REVIEW OF RECENT RESEARCH ON THE RECALL OF ASSOCIATES EMBEDDED IN CONNECTED DISCOURSE AND A DISCUSSION OF THE THEORETICAL ASSUMPTIONS THAT GUIDED THE RESEARCH. EVIDENCE IS PRESENTED NOT ONLY FOR ASSOCIATIVE FACILITATION IN THE RECALL OF KEY WORDS BUT ALSO FOR A FACILITATING EFFECT OF ASSOCIATION UPON THE RECALL OF CONTEXT…
Descriptors: Association (Psychology), Behavior Patterns, Behavioral Science Research, Connected Discourse
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