PROGRAM
Days: Tuesday, July 9th Wednesday, July 10th Thursday, July 11th
Tuesday, July 9th
View this program: with abstractssession overviewtalk overview
08:00-11:00 Session 1A: Workshop 1: Data Visualization in Discourse Processes
Data visualization is the graphical display of quantities, qualities, and relationships. As a discipline, it draws heavily from other areas: quantitative methods, the social sciences, computer science, and art and design. This workshop introduces a process for quickly creating effective graphs, with an emphasis on visualizations that support exploratory analysis. It covers various grammars of graphics and software options for rapid generation of both static and interactive graphs. The format is a hands-on lab where you will be creating visualizations using data publicly available in Discourse Processes. Required: a laptop with any operating system (no special software is required; we will be using cloud-based software) and a Google account; the Google Chrome browser is recommended.
Chair:
Location: Starr Foundation Hall - UL102
08:00-11:00 Session 1B: Workshop 2: How Bayesian Statistics Tell Us What We Want to Know
To say that our dominant statistical paradigm, “Null Hypothesis Significance Testing” (NHST), is confusing is an understatement. It has been shown that it often befuddles even experts. In this workshop, I will explain the underlying logic of NHST, and why it is so confusing. I will then introduce an alternative approach, the Bayesian framework, which is more consistent, easier to interpret, and above all, answers the questions that empirical scientists (even those who use NHST) really *want* to ask.
Chair:
Location: UL105
11:00-13:00Lunch Break
Please reference the ST&D 2019 NYC Dining and Drinks Guide for information about local resturant options.
13:30-14:30 Session 4: ST&D 2019 Distinguished Scientific Contribution Award Address - Dr. Jane Oakhill
Location: Tishman Auditorium - U100
| 13:30 | Children’s Reading Comprehension: Losing the Thread (abstract) |
14:30-14:55Coffee Break
14:55-16:25 Session 5A: Symposium: Motivation & Engagement in Struggling Adult Readers
Chair:
Location: UL104
| 14:55 | Struggling Adult Readers: Scheduling, Learning Approaches and Self-Efficacy (abstract) |
| 15:13 | Detecting Disengagement in an Intervention with AutoTutor to Improve Comprehension Strategies (abstract) |
| 15:31 | A Performance Analysis of Engaged/Disengaged Behaviors and Individual Motivation (abstract) |
| 15:49 | Interest Matching has a Cumulative Effect on Reading Persistence in Adult Learners (abstract) |
| 16:07 | Discussant: Motivation & Engagement in Struggling Adult Readers (abstract) |
14:55-16:25 Session 5B: Sentence and Event Comprehension
Chair:
Location: UL105
| 14:55 | Re-Solving the Garden Path: Creative Problem Solving and Ambiguity Resolution (abstract) |
| 15:13 | Lexical and Grammatical Aspect Influences on Adults’ and Children’s Pronoun Resolution (abstract) |
| 15:31 | The Role of Cinematics on Understanding and Remembering Events (abstract) |
| 15:49 | Perceptual Simulation of Vertical Object Movements in Children Aged between 5 and 11 and Adults: A Comparison between Auditory and Audiovisual Narrative Text (abstract) |
| 16:07 | Hemispheric Asymmetry for Strongly and Weakly-Constrained Bridging Inferences: An ERP Study (abstract) |
16:40-18:10 Session 6: Poster Session I & Reception
Location: Wollman Hall
| 16:40 | Combating Misconceptions about Natural Selection with Self-Explanation (abstract) |
| 16:40 | The Analysis of Chinese characters size in Taiwan elementary school in Taitung (abstract) |
| 16:40 | Using Machine Learning to Analyze English Learners’ Think-aloud Protocols (abstract) |
| 16:40 | Stability of Accurate and Inaccurate Vaccine Beliefs After Exposure to Belief-Consistent and Inconsistent Texts (abstract) |
| 16:40 | Unreliable Narrators and Misinformed Readers (abstract) |
| 16:40 | The Test of Time: Examining the Durability of Students’ Learning from Multiple Texts (abstract) |
| 16:40 | Learning from Video Texts: The Relation Between Text Cohesion and Reader Comprehension Skill (abstract) |
| 16:40 | Gains in Second Language Writing in Relation to Cognitive and Language Resources in Higher Education (abstract) |
| 16:40 | Relating Phonemic Dominance to the Emotional Impact of Poetry with a Manipulation of Attention (abstract) |
| 16:40 | What Doesn’t Match? Identification of Contradictions Between Text and Graph (abstract) |
| 16:40 | Exploring the Relationship Among Vocabulary Depth, Inference Ability and Reading Comprehension (abstract) |
| 16:40 | How Refutation Texts Affect Meta-Cognitive and Behavioral Variables (abstract) |
| 16:40 | Investigating an Approach to Evaluating Keyboarding Fluency in Writing Assessment (abstract) |
| 16:40 | Multidimensional Knowledge (MDK): A Prior Knowledge Framework (abstract) |
| 16:40 | The Contribution of Memory and Vocabulary to Listening Comprehension of Narrative and Expository texts (abstract) |
| 16:40 | Measuring Adolescents’ Reading Comprehension skills in the Digital Age: contribution of memory-based and text-available assessment tasks. (abstract) |
| 16:40 | Scientific Explanations: Does Practice Make Perfect? (abstract) |
| 16:40 | Shifts from Third- to First-Person Narration (abstract) |
| 16:40 | Open Ended and Multiple Choice Questions: Is There Agreement Between Answers? (abstract) |
| 16:40 | Teaching, Storytelling and Innovation in Cultural Transmission (abstract) |
| 16:40 | How Do Source Credibility and Justification for Knowing Influence Knowledge Revision on Social Media? (abstract) |
| 16:40 | Combining Self-Explanation and Elaborative Retrieval Practice to Facilitate Comprehension (abstract) |
| 16:40 | Effects of Relevance Instructions on Text Memory in EFL Reading (abstract) |
| 16:40 | The Effects of Text Complexity and Prompt Specificity on Text/Graph Contradiction Detection (abstract) |
| 16:40 | Venue and Local Knowledge (abstract) |
| 16:40 | Monitoring of Text Comprehension in Expository Texts at Secondary School (abstract) |
| 16:40 | Coherence Monitoring of Protagonist, Temporal, and Spatial Dimensions in Second Language Reading: A Preliminary Study Employing Eye Tracking (abstract) |
| 16:40 | You Could Look It Up: Exposures to Inaccurate Information and Online Search (abstract) |
| 16:40 | When Prospective Information Conflicts with Current Information (abstract) |
| 16:40 | Passive Activation during Perspective-Taking (abstract) |
| 16:40 | Signaling of Causal Relations in Spanish: Specificity, Variety, and Functionality in Academic Context (abstract) |
| 16:40 | Approaching Discourse Structure Through Discourse Distance and Discourse Network: A Computational Model of Text Comprehension and Complexity (abstract) |
| 16:40 | Is Background Knowledge Just General Ability? A Test of the Knowledge-Specificity Hypothesis. (abstract) |
| 16:40 | Problematizing Text to Improve Reading Comprehension and Learning (abstract) |
| 16:40 | The Nature of Self-Explanations During Source Code Comprehension Tasks (abstract) |
| 16:40 | Improving the “Text-Diet” for Early and Struggling Readers: Selecting and Adapting Text (abstract) |
| 16:40 | Does Text Comprehensibility Influence Students’ Interest in the Text’s Topic? (abstract) |
| 16:40 | Predicting Aesthetic Responses to Paintings and Stories From Trans-Symbolic Processes (abstract) |
| 16:40 | Predicting the Text Difficulty of Graded Readers for Young Language Learners: A Computational Analysis of Linguistic Features (abstract) |
| 16:40 | Towards a Performative Theory of Solidarity Discourse (abstract) |
| 16:40 | Do Comprehenders Distinguish What-Is-Said from What-Is-Meant? Recognition Memory for Generalized Conversational Implicatures (abstract) |
Wednesday, July 10th
View this program: with abstractssession overviewtalk overview
08:30-10:00 Session 7A: Reading Comprehension Processes
Chair:
Location: UL104
| 08:30 | The Contribution of Argument Knowledge to the Comprehension and Critical Evaluation of Argumentative Text (abstract) |
| 08:48 | Is This Really Funny? Comprehension and Appreciation of Verbal Humor Across the lifespan (abstract) |
| 09:06 | Fostering University Students Skills in Decoding the Functional Structure of Informal Arguments (abstract) |
| 09:24 | Modeling Individual Differences in Second-Language Reading Skill using Language Experience, Executive Attention, and Cross-Linguistic Interactions (abstract) |
| 09:42 | Word-to-Text Integration in Novice Second Language Learners (abstract) |
08:30-10:00 Session 7B: Teaching, Instruction and Learning
Chair:
Location: UL105
| 08:30 | Trained by a Researcher or a Teacher? On Teacher Modeling in the Domain of Reading (abstract) |
| 08:48 | Does Gender Really Matter?: Exploring Differences in Emerging Discourse Styles during Digitally-Mediated Collaborative Interactions (abstract) |
| 09:06 | Using Epistemic Network Analysis to Characterize Teacher Discourse in Response to an Alerting Dashboard (abstract) |
| 09:24 | Morphological Instruction in Programs Used in Schools: A (Mostly) Comprehensive Survey (abstract) |
| 09:42 | Reducing Reliance on Misinformation through Psychoeducation in Combination with an Error-Marking Task (abstract) |
10:00-10:30Coffee Break
10:30-12:00 Session 8A: Reading Task Instructions and Inductions
Chair:
Location: UL104
| 10:30 | Learning by Expecting-to-Teach with Complex Science Texts (abstract) |
| 10:48 | Processing Causal Explanations in Science Texts (abstract) |
| 11:06 | What Type of Elaborated Feedback Message is More Efficient for Learning Complex Texts? (abstract) |
| 11:24 | Differential impact of perceptual and semantic induction tasks on visual search for verbal information within a text (abstract) |
| 11:42 | Positive Connections: Dissociable Effects of Mood on Mind-wandering during Reading (abstract) |
10:30-12:00 Session 8B: Coordination in Dialogue
Chair:
Location: UL105
| 10:30 | The Emergence of Procedural Coordination: No Evidence Is Better Than Negative Evidence (abstract) |
| 10:48 | The Body Alignment of Conversational Partners in Direction Giving Influences Spatial Language (abstract) |
| 11:06 | Hearing Parents’ Use of Multimodal Cues to Establish Joint Attention as a Function of Children’s Hearing Status (abstract) |
| 11:24 | Individual Differences in Coordinating Meaning and Understanding during Reference Making (abstract) |
| 11:42 | ‘That sounds FINE.’: Predicting the Discrepancy in Politeness Perceptions of Online Messages between Native and Non-Native English Speakers (abstract) |
12:00-13:30Lunch Break
Please reference the ST&D 2019 NYC Dining and Drinks Guide for information about local resturant options.
12:00-13:30 Session 9: ST&D Governing Board Meeting - Ribalta Resturant
Ribalta Resturant NYC - http://www.ribaltapizzarestaurant.com/nyc - 48 E 12th St., New York, NY 10003
Location: Ribalta Resturant
13:30-14:30 Session 10: ST&D 2019 Keynote Address - Dr. Eve Clark
Location: Tishman Auditorium - U100
| 13:30 | How Conversational Repair Contributes to the Acquisition of Language (abstract) |
14:30-14:45Coffee Break
14:45-16:15 Session 11A: Symposium: Beyond Words: Nonliteral and Nonverbal Aspects of Dialogue
Chair:
Location: UL104
| 14:45 | Where Music and Language Meet: Shared Understanding in Music Therapy Improvisation (abstract) |
| 15:03 | The Dynamics of Hand Movements in Dialogue (abstract) |
| 15:21 | Visual Bodily Signals for Coordination in Conversation (abstract) |
| 15:39 | The Sarchasm in Sarcasm (abstract) |
| 15:57 | Laughter and Coordination of Transitions in Job Interviews (abstract) |
14:45-16:15 Session 11B: Reading Comprehension Assessment
Chair:
Location: UL105
| 14:45 | Measuring Processes and Products of Multiple-Source Inquiry (abstract) |
| 15:03 | Connect the Concepts: Exploring Components Underlying Individual Differences in Structure Building (abstract) |
| 15:21 | How you Type is almost as Important as What you Type: Exploring the Role of Background Knowledge and Process Data in Predicting Reading Comprehension (abstract) |
| 15:39 | Relations between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers (abstract) |
| 15:57 | Development and Validation of the Situated Metacognitive Awareness of Reading Task Strategies Scale (SMARTS) (abstract) |
16:30-18:00 Session 12: Poster Session II & Reception
Location: Wollman Hall
| 16:30 | Comparing the Discourse of Math and Science Attitudes (abstract) |
| 16:30 | Teachers and Researchers as Co-designers? A Design-based Research on Text-structure Instruction (abstract) |
| 16:30 | Investigating the Relation Between Comprehension and Inference: Cross-Sectional and Comprehension-Age Match Analysis (abstract) |
| 16:30 | Who Believes Fake News? Partisan Effects on Recall and Recognition (abstract) |
| 16:30 | The Effects of Relevance Instructions and Seductive Details on Online Processing and Recall (abstract) |
| 16:30 | Emotional Engagement and Transportation During Listening and Reading of Stephen King Short Stories: Evidence From Eye Movements (abstract) |
| 16:30 | Meaning on the Fence: Do Idioms Activate Figurative and Literal Meanings Equally? (abstract) |
| 16:30 | Reading Fiction and Theory of Mind: Impact of Individual Stories and Reader Characteristics (abstract) |
| 16:30 | Is a Lobster an Insect?: An Electrophysiological Investigation of Generalizations Inferred from Expository Text (abstract) |
| 16:30 | Inference and Vocabulary in a Reading Comprehension Assessment. (abstract) |
| 16:30 | The Russian Language Test: Towards Assessing Comprehension in Russian (abstract) |
| 16:30 | Construct a Literacy Framework of Text Analysis From the Literature and Culture Perspective (abstract) |
| 16:30 | Get SMART: Improving Comprehension with the Student Mental Model Analyzer for Research and Teaching (abstract) |
| 16:30 | Text-Based Manipulation of the Coherence Threshold (abstract) |
| 16:30 | Predicting the Timing of Other-Initiated Repair (abstract) |
| 16:30 | Automated Identification of Open-Ended Survey Response Themes in Education Research: A Summer Melt Study (abstract) |
| 16:30 | Towards an Analysis of Analogies in Geoscience Textbooks (abstract) |
| 16:30 | Hungry for the Truth: Evaluating the Utility of “Truth Sandwiches” as Refutations (abstract) |
| 16:30 | Analogical Reasoning as a Catalyst for Knowledge Revision (abstract) |
| 16:30 | The Promise of a Technology-Based Early Language Comprehension Intervention (TELCI) for Students with Comprehension Difficulties (abstract) |
| 16:30 | The Representation of Story Characters as Information Sources: Evidence from Verbal Reports Support Prior Eye-Tracking Evidence (abstract) |
| 16:30 | Epistemic Dimensions of Language and Their Influence on Trust and Belief of Information (abstract) |
| 16:30 | Construct Shift in the Reading Rope Model: When many become one? (abstract) |
| 16:30 | Are Authors Recognized as Categories? (abstract) |
| 16:30 | Adapting Analytical Rating Categories to Writing Tasks for Assessing Text Quality (abstract) |
| 16:30 | Effect of Music Tempo on Reading Speed and Inferential Comprehension Questions (abstract) |
| 16:30 | Assessing the Text Socialness of Children’s Fiction and Nonfiction Books (abstract) |
| 16:30 | Contextual Elaboration Supports Fantasy Text Comprehension (abstract) |
| 16:30 | Products of Metaphor Comprehension are More Extreme than Literal Language (abstract) |
| 16:30 | Metacognitive Regulation Contributes to Digital Text Comprehension in E-Learning (abstract) |
| 16:30 | Multiple Dimensions of Background Knowledge in a Scenario-based Assessment (abstract) |
| 16:30 | Mathematics Refutation Text: Remediating a Common Fraction Misconception (abstract) |
| 16:30 | Item-Writing Methodology for MOCCA-C Reading Comprehension Assessment (abstract) |
| 16:30 | A World of (Mis)Information: How Do We Decide Whether Online Information Is Accurate? (abstract) |
| 16:30 | Using Qualitative Methods to Analyze the Function of Speeches and Social Media in Communicating Current Education Policy (abstract) |
| 16:30 | Collaborative Online Discourses Promote Critical Thinking (abstract) |
| 16:30 | Generating Examples Is Not As Effective as Generating Explanations for Comprehension and Metacomprehension (abstract) |
| 16:30 | Newspaper Construction of Agitation for the Sovereign State of Biafra in Nigeria (abstract) |
| 16:30 | Causal Attribution in First- and Third-Person Narration (abstract) |
| 16:30 | Limits of the Belief-Consistency Effect (abstract) |
| 16:30 | Expanding a Model of Second Language Reading and Listening Comprehension: The Roles of Language and Cognition (abstract) |
Thursday, July 11th
View this program: with abstractssession overviewtalk overview
08:30-10:00 Session 13A: Narrative Comprehension
Chair:
Location: UL104
| 08:30 | How Text and Reader Characteristics Influence Sixth Graders’ Ability to Monitor Their Comprehension (abstract) |
| 08:48 | Mechanisms of Perspective-Taking (abstract) |
| 09:06 | Protagonist Goals and Coherence Formation during Narrative Text Processing (abstract) |
| 09:24 | Reader Preferences Influence Memory and Comprehension of Narrative Events (abstract) |
| 09:42 | The Construction of Psychological Perspective (abstract) |
08:30-10:00 Session 13B: Validation, Inconsistencies and Misconceptions
Chair:
Location: UL105
| 08:30 | Minding the Load or Loading the Mind: Manipulating Working Memory in Coherence Monitoring (abstract) |
| 08:48 | Tracking the Time Course of Validation: Effects of Text-based and Knowledge-based Monitoring Processes on Eye Movements during Reading. (abstract) |
| 09:06 | When Misconceptions Strike Back: The Durability of the Refutation Text Effect (abstract) |
| 09:24 | Source Information and Plausibility Interact in the Validation of Textual Information (abstract) |
| 09:42 | "Online" Text Validation: Viewing Social Media as a Context for Misinformation (abstract) |
10:00-10:30Coffee Break
10:30-12:00 Session 14A: Symposium: The Influence of Emotion on the Processing of Varying Text Sources
Chair:
Location: UL104
| 10:30 | Examining Emotional Shifts in Narratives: A Multi-method Approach (abstract) |
| 10:45 | Seductive Detail Effects on Emotional and Physiological Responses during Scientific Text Comprehension (abstract) |
| 11:00 | Effects of Reading Goals on Learning from Science Text: The Role of Dispositional Emotion Regulation and Executive Functions (abstract) |
| 11:15 | Do Emotions Moderate the Effects of Relevance When Reading Dual Position Text? (abstract) |
| 11:30 | Here’s Hoping It’s Not Just Text Structure: The Importance of Emotions in Mediating the Backfire Effect of Refutation Text (abstract) |
| 11:45 | Naturally Occurring Negative Emotions Negatively Predict Learning From Refutation Texts (abstract) |
10:30-12:00 Session 14B: Argumentative and Fiction Writing
Chair:
Location: UL105
| 10:30 | Contemplating the Opposition: Does a Personal Touch Matter? (abstract) |
| 10:48 | Evidence Use in Argument Writing Based on Multiple Texts (abstract) |
| 11:06 | Argue Me Sophisticated; Describe Me Coherently: A Computational Linguistic Analysis of Prompt Differences in Source-based Writing: (abstract) |
| 11:24 | Ron the Death Eater: Plotting Shifts in Characterization from Canon to Fanfiction (abstract) |
| 11:42 | Linguistic Signatures of Cognitive Processes during Source-Based Writing (abstract) |
12:00-13:30Lunch Break
Please reference the ST&D 2019 NYC Dining and Drinks Guide for information about local resturant options.
12:00-13:30 Session 15: Discourse Processes Editorial Board Meeting
Le Midi Resturant - http://www.lemidinyc.com/ - 11 East 13th St., New York, NY 10003
Location: Le Midi Resturant
13:30-14:30 Session 16: ST&D 2018 Tom Trabasso Young Investigator Award Address - Dr. Sidney D'Mello
Location: Tishman Auditorium - U100
| 13:30 | The Necessity, Opportunity, and Promise of Multimodal Computational Analyses of Discourse (abstract) |
14:30-14:45Coffee Break
14:45-16:15 Session 17A: Symposium: Large Scale Assessments for Reading Research
Chair:
Location: UL104
| 14:45 | The Study of Cognitive Reading Skill Using Data Collected by a Large-Scale Assessment of English Reading (abstract) |
| 15:03 | Reading Competence in Open or Closed Tasks and Different Text Genres of Students from Different Socioeconomic Backgrounds: Analyses of PIRLS Data (abstract) |
| 15:21 | When Do Gender Differences in Reading Competence Diminish? A Longitudinal Study of Reading Competence of Women and Men From Adolescence to Young Adulthood. (abstract) |
| 15:39 | The Role of Literacy and Source Evaluation in the Selection of Web Information of Adults (abstract) |
14:45-16:15 Session 17B: Multiple Text Comprehension and Integration
Chair:
Location: UL105
| 14:45 | Association Between Awareness of Belief Change and Information Seeking (abstract) |
| 15:03 | Examining Self-Efficacy and Perceptions of Task Difficulty in the Context of Multiple Text Use (abstract) |
| 15:21 | Can Online Search Strategies Predict Learning from Internet Sources? A Correlational Analysis (abstract) |
| 15:39 | A Tale of Two Reading Comprehension Tests: Different Roles Of Reading Skills, General and Topical Knowledge (abstract) |
| 15:57 | Integrating across Texts: Availability Matters (abstract) |