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Learning from Informative Text: Prediction Protocols as a Means of Accessing the Interaction Between Top-Down and Bottom-Up Processes
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Learning from Informative Text: Prediction Protocols as a Means of Accessing the Interaction Between Top-Down and Bottom-Up Processes
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Learning from Informative Text: Prediction Protocols as a Means of Accessing the Interaction Between Top-Down and Bottom-Up Processes
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Dissertation
Learning from Informative Text: Prediction Protocols as a Means of Accessing the Interaction Between Top-Down and Bottom-Up Processes
1985
Overview
This thesis is essentially an exploration of the interaction between top-down and bottom-up processes in the assimilation of new information from expository texts.It is my contention that little attention has been given to the investigation of on-line comprehension of informative texts (i.e. texts which contain new information relative to the background knowledge of the reader). The bulk of research into text processing has concentrated on the recall paradigm, which is limited to the discovery of the product of comprehension, not the on-line processes which give rise to the final representation.In order to identify salient psycholinguistic factors implicated in the complex process of learning from informative text, I first develop a theoretical framework in which I attempt to resolve various inter-related dichotomies subsumed by the general issue as to whether coherence is resident in texts or is supplied by the reader. Adopting a schema-theoretic approach, I argue that these dichotomies are essentially facile, since the degree to which coherence is constructed (from the bottom up) or supplied (from the top down) depends on various factors, including the degree of informativity of the text (the KNOWLEDGE factor), the linguistic competence of the reader (the LANGUAGE factor), and the degree to which the reader can apply analytic processing strategies for the purpose of building up a cumulative text-internal representation (the LOGIC factor).In order to gain access to the processes implicated in the assimilation of new information, I develop an exploratory methodology for eliciting on-line expectations (prediction protocols) during reading. The methodology is applied to Preliminary Year students at the Papua New Guinea University of Technology, and their performance on the prediction task is compared to that of native-speaker informants.Qualitative analysis of the protocols clarifies many of the general issues developed in the theoretical exposition, and also identifies specific problems faced by non-native-speaker readers of EST (English for Science and Technology) texts in a developing country.
