ERIC Number: EJ1357567
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0163-853X
EISSN: EISSN-1532-6950
Integration in Multiple-Document Comprehension: A Natural Language Processing Approach
Sonia, Allison N.; Magliano, Joseph P.; McCarthy, Kathryn S.; Creer, Sarah D.; McNamara, Danielle S.; Allen, Laura, K.
Discourse Processes: A Multidisciplinary Journal, v59 n5-6 p417-438 2022
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on their reading. Natural Language Processing techniques were used to analyze the cohesion of the constructed responses at both within- and across-text levels. Both within- and across-text cohesion indices were positively related to essay quality; however, across-text cohesion indices exhibited stronger effects. Overall, this study provides evidence that the cohesion of constructed responses can serve as a proxy of the coherence of the mental representations that readers construct during multiple document processing.
Descriptors: Natural Language Processing, Connected Discourse, Reading Processes, Writing Skills, Task Analysis, Protocol Analysis, Essays, Writing Evaluation, Reading Comprehension, Persuasive Discourse, High School Students, College Freshmen, Scores, Computational Linguistics
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Naval Research (ONR) (DOD)
Authoring Institution: N/A
IES Funded: Yes