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Role of the Cognitive Internal State Lexicon in Reading Comprehension (1994)
| Venue: | Journal of Educational Psychology |
BibTeX
@ARTICLE{And94roleof,
author = {James Booth And and James R. Booth and William S. Hall},
title = {Role of the Cognitive Internal State Lexicon in Reading Comprehension},
journal = {Journal of Educational Psychology},
year = {1994},
volume = {86},
pages = {413--422}
}
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Abstract
lex interaction among frequency of the replacement cognitive word in established word frequency counts, the level of meaning as determined by the R. E. Frank and W. S. Hall (1991) conceptual difficulty hierarchy and whether the cognitive word was a cognate of think or know. Cognitive words, such as think and know, are a category within the internal state lexicon. Most internal state words are verbs with the as the subject (e.g., "John recalls the answer" and "Jill considers her friends viewpoint "). In particular, cognitive words may be central to accessing, monitoring, and transforming internal states (e.g., Hall, Scholnick, Hughes, 1987). Cognitive words enable people to make fine-grained distinctions among their cognitive states (Corson, 1985). For this reason, we argue that cognitive words may be essentially involved in the development of skilled reading comprehension. Cognitive words can provi
Keyphrases
cognitive word cognitive internal state lexicon reading comprehension internal state difficulty hierarchy replacement cognitive word lex interaction cognitive word enable people internal state word skilled reading comprehension internal state lexicon cognitive state fine-grained distinction word frequency count
