23 found
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  1. Symbols and Embodiment: Debates on Meaning and Cognition.Manuel de Vega, Arthur M. Glenberg & Arthur C. Graesser (eds.) - 2008 - Oxford University Press.
    Cognitive scientists have a variety of approaches to studying cognition: experimental psychology, computer science, robotics, neuroscience, educational psychology, philosophy of mind, and psycholinguistics, to name but a few. In addition, they also differ in their approaches to cognition - some of them consider that the mind works basically like a computer, involving programs composed of abstract, amodal, and arbitrary symbols. Others claim that cognition is embodied - that is, symbols must be grounded on perceptual, motoric, and emotional experience. The existence (...)
     
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  2.  1
    Constructing Inferences During Narrative Text Comprehension.Arthur C. Graesser, Murray Singer & Tom Trabasso - 1994 - Psychological Review 101 (3):371-395.
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  3.  5
    When Are Tutorial Dialogues More Effective Than Reading?Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé - 2007 - Cognitive Science 31 (1):3-62.
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  4.  54
    Computational Analyses of Multilevel Discourse Comprehension.Arthur C. Graesser & Danielle S. McNamara - 2011 - Topics in Cognitive Science 3 (2):371-398.
    The proposed multilevel framework of discourse comprehension includes the surface code, the textbase, the situation model, the genre and rhetorical structure, and the pragmatic communication level. We describe these five levels when comprehension succeeds and also when there are communication misalignments and comprehension breakdowns. A computer tool has been developed, called Coh-Metrix, that scales discourse (oral or print) on dozens of measures associated with the first four discourse levels. The measurement of these levels with an automated tool helps researchers track (...)
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  5.  5
    An Empirical and Computational Investigation of Perceiving and Remembering Event Temporal Relations.Shulan Lu, Derek Harter & Arthur C. Graesser - 2009 - Cognitive Science 33 (3):345-373.
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  6.  5
    Component Processes in Text Comprehension and Some of Their Interactions.Karl F. Haberlandt & Arthur C. Graesser - 1985 - Journal of Experimental Psychology 114 (3):357-374.
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  7. Automatic Analyses of Language, Discourse, and Situation Models.Arthur C. Graesser, Moongee Jeon, Zhiqiang Cai, Danielle S. McNamara, J. Auracher & W. van Peer - 2008 - In Jan Auracher & Willie van Peer (eds.), New Beginnings in Literary Studies. Cambridge Scholars Press.
     
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  8.  25
    Bridging the Gap: Dynamics as a Unified View of Cognition.Derek Harter, Arthur C. Graesser & Stan Franklin - 2001 - Behavioral and Brain Sciences 24 (1):45-46.
    Top-down dynamical models of cognitive processes, such as the one presented by Thelen et al., are important pieces in understanding the development of cognitive abilities in humans and biological organisms. Unlike standard symbolic computational approaches to cognition, such dynamical models offer the hope that they can be connected with more bottom-up, neurologically inspired dynamical models to provide a complete view of cognition at all levels. We raise some questions about the details of their simulation and about potential limitations of top-down (...)
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  9.  12
    The Impact of a Schema on Comprehension and Memory.Arthur C. Graesser & Glenn V. Nakamura - 1984 - In Gordon H. Bower (ed.), The Psychology of Learning and Motivation. Academic Press. pp. 16--59.
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  10.  18
    Perceiving Abstract Concepts.Katja Wiemer-Hastings & Arthur C. Graesser - 1999 - Behavioral and Brain Sciences 22 (4):635-636.
    The meanings of abstract concepts depend on context. Perceptual symbol systems (PSS) provide a powerful framework for representing such context. Whereas a few expected difficulties for simulations are consistent with empirical findings, the theory does not clearly predict simulations of specific abstract concepts in a testable way and does not appear to distinguish abstract noun concepts (like truth) from their stem concepts (such as true).
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  11.  1
    The Language of Instruction: Compensating for Challenge in Lectures.Srdan Medimorec, Philip I. Pavlik, Andrew Olney, Arthur C. Graesser & Evan F. Risko - 2015 - Journal of Educational Psychology 107 (4):971-990.
  12.  2
    How to Develop a Theory of Story Points.Arthur C. Graesser - 1983 - Behavioral and Brain Sciences 6 (4):600.
  13.  2
    Memory for Script-Typical and Script-Atypical Actions: A Reaction Time Study.Glenn V. Nakamura & Arthur C. Graesser - 1985 - Bulletin of the Psychonomic Society 23 (4):384-386.
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  14.  7
    Where is the Body in the Mental Model for a Story?Arthur C. Graesser - 1997 - Behavioral and Brain Sciences 20 (1):25-25.
    Researchers in the field of discourse processing have investigated how mental models are constructed when adults comprehend stories. They have explored the process of encoding various classes of inferences “on-line” when these mental microworlds are constructed during comprehension. This commentary addresses the extent to which these inferences and mental microworlds are “embodied.”.
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  15.  1
    Research on Component Processes in Reading: Reply to Danks.Arthur C. Graesser & Karl F. Haberlandt - 1986 - Journal of Experimental Psychology: General 115 (2):198-200.
  16.  2
    Creativity and the Psychology of Science.Arthur C. Graesser - 1989 - In Barry Gholson (ed.), Psychology of Science: Contributions to Metascience. Cambridge University Press. pp. 165.
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  17.  4
    Who Needs Created Features?Katja Wiemer-Hastings & Arthur C. Graesser - 1998 - Behavioral and Brain Sciences 21 (1):39-39.
    Schyns, Goldstone & Thibaut present reasonable arguments for feature creation in category learning. We argue, however, that they do not provide unequivocal evidence either for the necessity or for the occurrence of feature creation. In an effort to sharpen the debate, we take the stand that a fixed feature approach is to be preferred in the absence of compelling evidence.
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  18. The Influence of Advanced Outlines on the Free Recall of Prose.Andrew D. Cohen & Arthur C. Graesser - 1980 - Bulletin of the Psychonomic Society 15 (5):348-350.
  19. Body and Symbol in AutoTutor: Conversations That Are Responsive to the Learners' Cognitive and Emotional States.Arthur C. Graesser & G. Tanner Jackson - 2008 - In Manuel de Vega, Arthur M. Glenberg & Arthur C. Graesser (eds.), Symbols and Embodiment: Debates on Meaning and Cognition. Oxford University Press. pp. 33.
  20. Question Answering in the Context of Stories.Arthur C. Graesser, Kathy L. Lang & Richard M. Roberts - 1991 - Journal of Experimental Psychology: General 120 (3):254-277.
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  21. Aspects of Idiom Interpretation: Comment on Nayak and Gibbs.Roger J. Kreuz & Arthur C. Graesser - 1991 - Journal of Experimental Psychology: General 120 (1):90-92.
  22. Word Recognition as a Function of Retrieval Processes.Jan C. Rabinowitz & Arthur C. Graesser - 1976 - Bulletin of the Psychonomic Society 7 (1):75-77.
  23. Constancy Scaling and the Brackets Illusion.Gordon Stanley & Arthur C. Graesser - 1973 - Bulletin of the Psychonomic Society 2 (4):198-200.
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