Purchase one of 1st World Library's Classic Books and help support our free internet library of downloadable eBooks. Visit us online at www.1stWorldLibrary.ORG - - When Edward J. O'Brien asked me to cooperate with him in choosing each year's best English short stories, to be published as a companion volume to his annual selection of the best American short stories, I had not realized that at the end of my arduous task, which has involved the reading of many hundreds of stories in the English magazines of an entire year, I should find myself asking the simple question: What is a short story? I do not suppose that a hundred years ago such a question could have occurred to any one. Then all that a story was and could be was implied in the simple phrase: "Tell me a story...." We all know what that means. How many stories published today would stand this simple if final test of being told by word of mouth? I doubt whether fifty per cent would. Surely the universality of the printing press and the linotype machine have done something to alter the character of literature, just as the train and the telephone have done not a little to abolish polite correspondence. Most stories of today are to be read, not told. Hence great importance must be attached to the manner of writing; in some instances, the whole effect of a modern tale is dependent on the manner of presentation. Henry James is, possibly, an extreme example.

Inferencing is defined as 'the act of deriving logical conclusions from premises known or assumed to be true', and it is one of the most important processes necessary for successful comprehension during reading. This volume features contributions by distinguished researchers in cognitive psychology, educational psychology, and neuroscience on topics central to our understanding of the inferential process during reading. The chapters cover aspects of inferencing that range from the fundamental bottom-up processes that form the basis for an inference to occur, to the more strategic processes that transpire when a reader is engaged in literary understanding of a text. Basic activation mechanisms, word-level inferencing, methodological considerations, inference validation, causal inferencing, emotion, development of inferences processes as a skill, embodiment, contributions from neuroscience, and applications to naturalistic text are all covered as well as expository text, online learning materials, and literary immersion.

During the last 20 years, there has been an enormous amount of research examining sources of coherence in reading. A major tenet of this work has been the distinction between two major sources of coherence. "Text-based" sources of coherence are contained within the text itself -- use of headings to indicate aspects of a text's macrostructure; "reader-based" sources of coherence encompass the information and strategies that the reader brings to the comprehension process. Many early models of reading comprehension emphasized text-based sources of coherence as a way of understanding how a representation of the text is constructed in memory. However, during the last decade, there has been a clear shift of theoretical perspective away from viewing reading comprehension as a process of representing a text to viewing comprehension as a process of representing what a text is about. This has led to a greater emphasis on reader-based sources of coherence. The purpose of this book is to bring together the large body of evidence addressing the roles of text-based and reader-based sources of coherence in reading comprehension. The contributors present the current state of cognitive theory and research on comprehension of discourse.

This is a new release of the original 1932 edition.