Publications‎ > ‎

1993/1994

Refereed Journal Publications (does not include book chapters)

Graesser, A. C., & Kreuz, R. J. (1993). A theory of inference generation during text comprehension. Discourse Processes, 16, 146–160.

Graesser, A. C., & McMahen, C. L. (1993). Anomalous information triggers questions when adults solve problems and comprehend stories. Journal of Educational Psychology, 85, 136–151.

Kreuz, R. J., & Graesser, A. C. (1993). The assumptions behind questions in letters to advice columnists. Text, 13, 65–89.

Langston, M. C., & Graesser, A. C. (1993). The “Point and Query” Interface: Exploring knowledge by asking questions. Journal of Educational Multimedia and Hypermedia, 2, 355–368. Link to PDF

Magliano, J. P., Baggett, W. B., Johnson, B. K., & Graesser, A. C. (1993). The time course of generating causal antecedent and causal consequence inferences. Discourse Processes, 16, 35–53.

Magliano, J. P., Graesser, A. C., Eymard, L. A., Haberlandt, K., & Gholson, B. (1993). The locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 704–709.

Magliano, J. P., Little, L. D., & Graesser, A. C. (1993). The impact of comprehension instruction on the calibration of comprehension. Journal of Reading and Instruction, 32, 49–63.

Millis, K., Graesser, A. C., & Haberlandt, K. (1993). The impact of connectives on memory for expository texts. Applied Cognitive Psychology, 7, 317–340.

Graesser, A. C. (1993). Inference generation during text comprehension. Discourse Processes, 16, 1–2.

Graesser, A. C. (1993). Psychological mechanisms in literary and aesthetic comprehension. Poetics, 22, 1–3.

Zwaan, R. A., & Graesser, A. C. (1993). Reading goals and situation models: Commentary on Glenberg & Mathew on reading-inference. Psycoloquy 4(3).

Zwaan, R. A., & Graesser, A. C. (1993). There is no empirical evidence that some inferences are automatically or partially encoded in text comprehension: Commentary on Garnham on reading-inference. Psycoloquy, 4(4).

Dijkstra, K., Zwaan, R. A., Graesser, A. C., & Magliano, J. P. (1994). Character and reader emotions in literary texts. Poetics, 23, 139–157. Link to PDF

Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104–137. Link to PDF

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. Link to PDF

Millis, K., & Graesser, A. C. (1994). The time-course of constructing knowledge-based inferences for scientific texts. Journal of Memory and Language, 33, 583–599.

Person, N. K., Graesser, A. C., Magliano, J. P., & Kreuz, R. J. (1994). Inferring what the student knows in one-to-one tutoring: The role of student questions and answers. Learning and Individual Differences, 6, 205–229.

Quinn, R. A., Houts, A. C., & Graesser, A. C. (1994). Naturalistic conceptions of morality: A question answering approach. Journal of Personality, 62, 239–262.

Sell, M. A., Cohen, R., Graesser, A. C., Duncan, M. K., Ray, G. E., MacDonald, C. D., & Crain, M. (1994). The form and function of speech act exchanges in children’s dyadic interactions. Discourse Processes, 18, 119–139.

Singer, M., Graesser, A. C., & Trabasso, T. (1994). Minimal or global inference during reading. Journal of Memory and Language, 33, 421–441.

Book Chapters

Graesser, A. C. (1993). Knowledge representations and cognitive procedures. In G. Strube & K. F. Wender (Eds.), The cognitive psychology of knowledge: The German Wissenspsychologie project (pp. 387-400). Amsterdam: North-Holland.

Graesser, A. C., Langston, M. C., & Baggett, W. B. (1993). Exploring information about concepts by asking questions. In G. V. Nakamura, R. M. Taraban, & D. Medin (Eds.), The psychology of learning and motivation: Vol. 29. Categorization by humans and machines (pp. 411-436). Orlando, FL: Academic Press. Link to Book

Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In R. Zwaan & H. van Oostendorp (Eds.), Naturalistic text comprehension (pp. 9-33). Norwood, NJ: Ablex.

Graesser, A. C., & Marks, W. (1993). Models that simulate driver performance with hand controls. In B. Peacock, & W. Karwowski (Eds.), Automotive ergonomics: Human factors in the design and use of automobiles. London: Taylor & Francis.

Graesser, A. C., McMahen, C. L., & Johnson, B. K. (1994). Question asking and answering. In M. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 517-538). San Diego, CA: Academic Press.

Graesser, A. C., Person, N. K., & Huber, J. (1993). Question asking during tutoring and in the design of educational software. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction. Hillsdale, NJ: Lawrence Erlbaum.

Langston, M. C., & Graesser, A. C. (1993). The Point and Query interface: Exploring knowledge by asking questions. In H. Maurer (Ed.), Educational Multimedia and Hypermedia Annual. Charlottesville, VA: AACE. Link to PDF

Refereed Conference Publications and Abstracts

Graesser, A. C. (1993). Dialogue patterns and feedback mechanisms during naturalistic tutoring. Proceedings of the 15th Annual Cognitive Science Society (pp. 126-130). Hillsdale, NJ: Erlbaum.

Swamer, S. S., Graesser, A. C., Franklin, S. P., Sell, M. A., Cohen, R., & Baggett, W. B. (1993). A connectionist model of speech act prediction. Proceedings of the 15th Annual Cognitive Science Society (pp. 994-999). Hillsdale, NJ: Erlbaum.
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