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The second edition of The Routledge Handbook of Discourse Processes
provides a state-of-the-art overview of the field of discourse
processes, highlighting the subject's interdisciplinary foundations
and bringing together established and emergent scholars to provide
a dynamic roadmap of the evolution of the field. This new edition
reflects several of the enormous changes in the world since the
publication of the first edition-changes in modes of communication
and an increased urgency to understand how people comprehend and
trust information. The contents of this volume attempt to address
fundamental questions about what we should now be thinking about
reading, listening, talking, and writing. The chapters collected
here represent a wide range of empirical methods currently
available: lab or field experiments, with a range of measures, from
quantitative to qualitative; observational studies, including
classrooms or organizational communication; corpus analyses;
conversation analysis; computational modeling; and linguistic
analyses. The chapters also draw attention to the explosion of
contextually rich and computationally intensive data analysis tools
which have changed the research landscape, along with more
contemporary measures of people's discourse use, from eye-tracking
to video analysis tools to brain scans. The Routledge Handbook of
Discourse Processes, Second edition is the ideal resource for
graduate students, researchers, and practitioners in a variety of
disciplines, including discourse analysis, conversation analysis,
cognitive psychology, and cognitive science.
Literacy Beyond Text Comprehension aims to systematically
investigate how readers interpret reading tasks within a situation,
and how that interpretation influences reading behavior and
comprehension. Presenting a new model of REading as problem SOLVing
(RESOLV), the authors describe reading comprehension in terms of
how a reader adopts goals within a particular situation that then
guide what is read, when, and how. By applying the RESOLV model to
a range of reading situations, this book provides evidence to
suggest that there is no unitary understanding of a task, because
individuals bring their own goals and characteristics to the
situation; as such, it demonstrates the importance of understanding
how a reader (e.g., student, test-taker, employee completing a work
task) represents the context and the specific assignment. Written
by internationally recognized learning sciences scholars, Literacy
Beyond Text Comprehension advances the state of the art in reading
research, but also seeks to inform a broader range of audiences,
including those interested in the teaching and the assessment of
reading.
History is both an academic discipline and a school subject. As a
discipline, it fosters a systematic way of discovering and
evaluating the events of the past. As a school subject, American
history is a staple of middle grades and high school curricula in
the United States. In higher education, it is part of the liberal
arts education tradition. Its role in school learning provides a
context for our approach to history as a topic of learning. In
reading history, students engage in cognitive processes of
learning, text processing, and reasoning. This volume touches on
each of these cognitive problems -- centered on an in-depth study
of college students' text learning and extended to broader issues
of text understanding, the cognitive structures that enable
learning of history, and reasoning about historical problems.
Slated to occupy a distinctive place in the literature on human
cognition, this volume combines at least three key features in a
unique examination of the course of learning and reasoning in one
academic domain -- history. The authors draw theory and analysis of
text understanding from cognitive science; and focus on multiple
"natural" texts of extended length rather than laboratory texts as
well as multiple and extended realistic learning situations.
The research demonstrates that history stories can be described by
causal-temporal event models and that these models capture the
learning achieved by students. This text establishes that history
learning includes learning a story, but does not assume that story
learning is all there is in history. It shows a growth in students'
reasoning about the story and a linkage -- developed over time and
with study -- between learning and reasoning. It then illustrates
that students can be exceedingly malleable in their opinions about
controversial questions -- and generally quite influenced by the
texts they read. And it presents patterns of learning and reasoning
within and between individuals as well as within the group of
students as a whole.
By examining students' ability to use historical documents, this
volume goes beyond story learning into the problem of
document-based reasoning. The authors show not just that history is
a story from the learner's point of view, but also that students
can develop a certain expertise in the use of documents in
reasoning.
History is both an academic discipline and a school subject. As a
discipline, it fosters a systematic way of discovering and
evaluating the events of the past. As a school subject, American
history is a staple of middle grades and high school curricula in
the United States. In higher education, it is part of the liberal
arts education tradition. Its role in school learning provides a
context for our approach to history as a topic of learning. In
reading history, students engage in cognitive processes of
learning, text processing, and reasoning. This volume touches on
each of these cognitive problems -- centered on an in-depth study
of college students' text learning and extended to broader issues
of text understanding, the cognitive structures that enable
learning of history, and reasoning about historical problems.
Slated to occupy a distinctive place in the literature on human
cognition, this volume combines at least three key features in a
unique examination of the course of learning and reasoning in one
academic domain -- history. The authors draw theory and analysis of
text understanding from cognitive science; and focus on multiple
"natural" texts of extended length rather than laboratory texts as
well as multiple and extended realistic learning situations.
The research demonstrates that history stories can be described by
causal-temporal event models and that these models capture the
learning achieved by students. This text establishes that history
learning includes learning a story, but does not assume that story
learning is all there is in history. It shows a growth in students'
reasoning about the story and a linkage -- developed over time and
with study -- between learning and reasoning. It then illustrates
that students can be exceedingly malleable in their opinions about
controversial questions -- and generally quite influenced by the
texts they read. And it presents patterns of learning and reasoning
within and between individuals as well as within the group of
students as a whole.
By examining students' ability to use historical documents, this
volume goes beyond story learning into the problem of
document-based reasoning. The authors show not just that history is
a story from the learner's point of view, but also that students
can develop a certain expertise in the use of documents in
reasoning.
The second edition of The Routledge Handbook of Discourse Processes
provides a state-of-the-art overview of the field of discourse
processes, highlighting the subject's interdisciplinary foundations
and bringing together established and emergent scholars to provide
a dynamic roadmap of the evolution of the field. This new edition
reflects several of the enormous changes in the world since the
publication of the first edition-changes in modes of communication
and an increased urgency to understand how people comprehend and
trust information. The contents of this volume attempt to address
fundamental questions about what we should now be thinking about
reading, listening, talking, and writing. The chapters collected
here represent a wide range of empirical methods currently
available: lab or field experiments, with a range of measures, from
quantitative to qualitative; observational studies, including
classrooms or organizational communication; corpus analyses;
conversation analysis; computational modeling; and linguistic
analyses. The chapters also draw attention to the explosion of
contextually rich and computationally intensive data analysis tools
which have changed the research landscape, along with more
contemporary measures of people's discourse use, from eye-tracking
to video analysis tools to brain scans. The Routledge Handbook of
Discourse Processes, Second edition is the ideal resource for
graduate students, researchers, and practitioners in a variety of
disciplines, including discourse analysis, conversation analysis,
cognitive psychology, and cognitive science.
Literacy Beyond Text Comprehension aims to systematically
investigate how readers interpret reading tasks within a situation,
and how that interpretation influences reading behavior and
comprehension. Presenting a new model of REading as problem SOLVing
(RESOLV), the authors describe reading comprehension in terms of
how a reader adopts goals within a particular situation that then
guide what is read, when, and how. By applying the RESOLV model to
a range of reading situations, this book provides evidence to
suggest that there is no unitary understanding of a task, because
individuals bring their own goals and characteristics to the
situation; as such, it demonstrates the importance of understanding
how a reader (e.g., student, test-taker, employee completing a work
task) represents the context and the specific assignment. Written
by internationally recognized learning sciences scholars, Literacy
Beyond Text Comprehension advances the state of the art in reading
research, but also seeks to inform a broader range of audiences,
including those interested in the teaching and the assessment of
reading.
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