Program for Thursday, August 5th: Talk View

PROGRAM FOR THURSDAY, AUGUST 5TH: TALK VIEW

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View: with abstracts session overview

7:00

7:30

8:00

8:30

9:00

9:30

10:00

10:30

11:00

11:30

12:00

12:30

13:00

13:30

14:00

14:30

15:00

15:30

16:00

16:30

17:00

17:30

18:00

18:30

19:00

19:30

20:00

07:00-08:00 IMPORTANT INFORMATION ABOUT STANDARD SESSIONS ON AUGUST 5. ALL PRESENTATIONS ARE AVAILABLE ON FLIPGRID.

08:00-09:00

Using written language as indicator of personality: A meta-analytic study on computational models of

J.D. Moreno, J.�. Martínez-Huertas, R. Olmos, G. Jorge-Botana, J. Botella

“2” vs. “Two”: Does the Presentation of Numbers Matter?

Joshua Jaffe, Donald Bolger, Shari Nudelman, Troy Gharibani

Relation of Reading Motivation to Reading Comprehension Performance

John Sabatini, John Hollander, Joe Magliano, Amani Talwar

Inconsistent Students’ Reading Comprehension in Traditional and Scenario-Based Assessments

Kelsey Dreier, Zuowei Wang, Tenaha O'Reilly

Readability Assessment Tool for English Texts

Joon Suh Choi, Scott Crossley

Component Skill and Metacognitive Differences Between Traditional and Scenario-Based Comprehension

John Hollander, John Sabatini, Amani Talwar, Joe Magliano

Development of a Novel Assessment of Quality of Word Knowledge

Hongyang Zhao, Patricia Alexander

09:00-10:00

Processes in Literary Writing

Anne-Marie Butzek, Jean-Marc Quaranta, Marie-Laure Barbier

Okay as a Marker for coordinating Transitions in Joint Actions: A cross-linguistic Comparison

D. Knutsen, E. Germanier, G. Col, J. Brosy, A. Bangerter

How collaboration shapes conversational memory effects

Cléo Bangoura, Sandrine Gil, Dominique Knutsen, Ludovic Le Bigot

Holistic or Analytic Evaluation? Comparison between Comparative Judgment and Analytical Rubrics

E. Hugo, M. Montenegro, F. Rojas, A. Rubio, J. Figueroa

Parsing Text in a Workspace for Language Generation

George Wright, Matthew Purver

Cohesion and Coherence-Building in Multiple Document Comprehension

A.N. Sonia, J.P. Magliano, K.S. McCarthy, S.D. Creer, D.S. McNamara, L.K. Allen

Unfolding the Stages of a Multiple Source Use Task:  Testing a Moderated Mediation Model

Julianne van Meerten, Eric Schoute, Patricia Alexander

A Differential N-gram Use Measure for Automated Essay Scoring

Qian Wan, Scott Crossley, Laura Allen, Danielle McNamara

A Trade-off Relationship between Lexical and Prosodic Means in Expressing Subjective and Objective

Na Hu, Aoju Chen, Hugo Quené, Fang Li, Ted T.J.M. Sanders

10:00-11:00

The Influence of Child, Text, and Assessment Factors on Comprehension: A longitudinal Investigation

Young-Suk Kim, Yaacov Petscher

Processing Past Tense Counterfactual Sentences in Text: Examining Young Adults from Diverse

Valencia Perry, Ovetta Harris, Marilyn Nippold

Centrality Skills of Poor Comprehenders

Meni Yeari

Exploring Text-level Inferencing in Advanced Second Language Reading Comprehension Assessment Tasks

Rurik Tywoniw

How Do Japanese L2 Readers Maintain Causal Coherence: Online and Offline Protocol Analyses

Yuji Ushiro, Ryuya Komuro, Masaya Hosoda, Yoshinobu Mori, Takeru Nishi

Same Topic, Different Genre: Elementary School Children's Mental Representations of Information Embedded in Narrative and Expository

Wienke Wannagat, Catharina Tibken, Gerhild Nieding

An exploration of word learning opportunities in children's books

Zuowei Wang, Kelly Bruce, Tenaha O'Reilly, Beata Beigman Klebanov, John Sabatini

Measuring Metacognitive Competence with the Inconsistency Task in Adolescents: Stability and Predictors of Age-related

C. Tibken, S. Schmiedeler, N. von der Linden, W. Schneider, T. Richter

Just the Imagination? Mental Imagery Abilities in Specific Less Skilled Comprehenders

Anna Potocki, Lucette Toussaint

Classifying Discourse Elements in L2 Argumentative Essays Using Writing Fluency Measures

Yu Tian, Minkyung Kim, Scott Crossley

Predicting Cohesive Comprehension Based on Individual Differences and Genre Effects

Lauren Flynn, Joseph Magliano, Kathryn McCarthy, Danielle McNamara, Laura Allen

Theory of Mind and Reading Comprehension: What Do We Know and Where Do We Go from Here?

Jerae Kelly, Kelli Cummings

11:00-12:00

Hercule Poirot, Mon (Faux) Ami: a Corpus Study on Agatha Christie’s Use of Language to Develop

Ellen Carter

A Large-Scale Corpus for Developing Readability Formulas

S. Crossley, J.S. Choi, A. Heintz, J. Batchelor, M. Karimi, A. Malatinszky

A Large-Scale Corpus for Assessing Discourse Elements in Writing

S. Crossley, P. Baffour, Y. Tian, A. Picou, M. Benner, U. Boser

Word-to-Text Integration and Antecedent Accessibility: Eye-Tracking Evidence Extends Results of ERPs

Kole Norberg, Charles Perfettti, Anne Helder

The Role of the Establishment of Causal Connections and the Modality of Presentation of Discourse in the Generation of Emotion Inferences by Argentine College

Julieta de Simone, Jazmín Cevasco

Acquiring Expert’s Vocabulary: Analyzing Students Textual Feedback on Video Recordings.

Marije Bent, Erick Velazquez-Godinez, Frank De Jong

A Corpus Stylistic Approach to Literature: Focusing on James Joyce’s Dubliners and A Portrait of the Artist as a Young

Jisu Ryu, Moongee Jeon

Living, Languages, Relations: A Contrastive Eco-Discourse Analysis of Lakota and English Language

Laura Carter-Stone

Face Threats and Argument Dialogicity in Primary and Secondary School Students

Benjamin Brummernhenrich, Regina Jucks

Critical Discourse Analysis of the Image of Foreign Political Protests in Czech Mass Media and Political Communication of Czech

Ivan Loginov

12:00-13:00

Reading in print vs. on computer screen: Paper fosters on-task attention

Pablo Delgado, Ladislao Salmerón

Topic constraints influence divergence of task-unrelated thoughts but not overall rates in

Alexander Colby, Laura Allen, Vishal Kuvar, Nate Blanchard, Caitlin Mills

Examining the Effects of Visual and Verbal Thoughts on Reading Outcomes

Püren Öncel, Sarah D. Creer, Caitlin S. Mills, Laura K. Allen

Predicting Readers’ Online Thought Characteristics using Natural Language Processing Analyses

Shelby Smith, Püren Öncel, Caitlin Mills, Laura Allen

Mind wandering during reading of a novel: Evidence from multidimensional experience sampling and eye

Johanna Kaakinen, Emilia Ranta, Jaana Simola

13:00-14:00

A Corpus of Stories For Use in Examining The Effects of Reading Inaccurate and Accurate Assertions

Megan Imundo, Nikita Salovich, David Rapp

Analyzing Discourses and Instructional Practices in News Media Literacy: Shifts in Co-Constructionism &

Michael Spikes

Examining the Effects of Self-explanation on Students’ Inference Generation and Conceptual Change

Micah Watanabe, Danielle McNamara

14:00-15:00

Too Depleted to Comprehend: The Effect of Resource Depletion on Reading Comprehension

Andriana Christofalos, Felix Pambuccian, Gary Raney

Predicting multiple text integration across tasks: The role of single text reading comprehension related

Liron Primor, Raquel Cerdán, Menahem Yeari

Comparing Sentence Reading Times for Satirical and Non-Satirical News Texts

Stephen Skalicky

Multimodal sequence processing in visual narratives: The contribution of verbal and visual information on

J. Hutson, D. Feller, A. Osterby, J. Magliano, L. Loschky, N. Cohn

Text Genre Effects on Task-Unrelated and Personally-Connective Thought

Aaron Wong, Shelby Smith, Myrthe Faber, Tyler Stetson, Caitlin Mills

The Interaction of Working Memory and Prior Knowledge in Text Comprehension

Sarah K. C. Dygert, Sarah D. Creer, Andrew F. Jarosz, Laura K. Allen

Disentangling Text Comprehension

Monika Tschense, Sebastian Wallot

The effect of paragraph length on the processing and enjoyment of journalistic text

Victoria Radke, William Levine

15:00-16:00

How Do Positive Natural Language Quantifiers Convey Shortfall?

Sri Siddhi N. Upadhyay, Rachel C. Poirier, Kenneth J. Houghton, Celia M. Klin

The Effects of Context on the Comprehension of Semantic Anomalies

M.L. Rizzella, K.M. McEachern, S.R. Buckenmaier, E.J. O'Brien

Effects of Consciousness Presentation and Narrative Voice on Referential Expressions

Junyuan Gu, Hannah Rohde, Patrick Sturt

Artistic-narrative communication from a neurocognitive perspective

Gemma López Canicio

Narrative Comprehension across Text, Audio, and Video in Elementary School Children

Dianne Venneker, Anne Helder, Paul van den Broek

The Impact of Perspective Taking and Preference Formation on Narrative Comprehension

Allison N. Sonia, Sarah D. Creer, Michelle L. Rizzella

16:00-17:00

Improving Comprehension of Science Textbook Excerpts with Judgments of Comprehension

Jennifer Wiley, Tricia Guerrero, Lena Hildenbrand, Thomas Griffin

Closed-ended Practice Testing Can Improve Understanding From Text

Lena Hildenbrand, Jennifer Wiley

Instructional Visuals Affect Students’ Judgments of Drawing When Learning from Science Text

Allison Jaeger, Logan Fiorella

The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text-First versus Questions-First

Meni Yeari

A Multi-method Insight into Students’ Strategic Processing of Expository and Narrative Texts

Anke Schmitz, Wiebke Dannecker

Effects of Interactive Teacher-Generated Drawings on Students’ Understanding of Plate Tectonics

Cristiana Lardi, Claudia Leopold

Effects of Question-Type Training in Preparation for the MCAT CARS

Grace Li, Tricia Guerrero, Jennifer Wiley

Learning More by Reading or Writing? Comparing Two Collaborative Learning Pedagogies

Keith Millis, Gabrielle Welch

Does Reasoning about Scenarios Depend on Explicit, Task-Specific Strategy Use?

Kathryn Rupp, Andrew Wojick, Matthew Schumacher, Keith Millis, M. Anne Britt

Disciplinary reading strategies predict learning from psychology textbooks

Karyn Higgs, Taneisha Vilma, Darnisha Crockett, Amanda Durik, Anne Britt

Adult Categorization of Questions about a Text by Source of Answer and Importance to Main Ideas

Rina Harsch, Panayiota Kendeou, Danielle McNamara

17:00-18:00

Executive function skills in making scientific evaluations and plausibility judgments

Josh Medrano, Svetha Mohan, Joshua Jaffe, Doug Lombardi

Communicating Scientific Uncertainty in the Context of the Corona Pandemic: How does the Use of Lexical Hedges Affect the Perceived Trustworthiness of Scientists and

Inse Janssen, Friederike Hendriks, Regina Jucks

It Seems so Easy! Popularized Language in YouTube Videos Affects Laypeople’s Evaluation of the

Marc Stadtler, Lisa Scharrer, Katharina Bauer

Academic Language Development in Written Scientific Explanations by Fourth Graders throughout a Learning

A. Meneses, D. Acevedo, F. Baeza, S. Arriagada, V. Basso

Instructional Scaffolds to Facilitate Scientific and Critical Comparisons of Geological Phenomena

Thalia Stogianos, Doug Lombardi, Svetha Mohan, Josh Jaffe, Donna Governor

Text Structure in Science Teaching Materials for Primary Education

Hilde S. Kooiker-den Boer, Ted J.M. Sanders, Jacqueline Evers-Vermeul

Access to the Textbase as a Source of Difficulty in Expository Text Comprehension

Tricia Guerrero, Jennifer Wiley

Supporting Comprehension in Computer-Based Science Simulations

Lexi Bandemer, Kathryn S. McCarthy

18:00-19:00

Sourcing Through the Grapevine: Comprehending Multiple Perspectives in Texts Reflecting Gossip

Erica Kessler, Jason Braasch

Credibility Lost and Credibility Gained: Updating Source Credibility During Knowledge Revision

Victoria Johnson, Reese Butterfuss, Panayiota Kendeou

What is a good source? How a scientific source’s characteristics shape laypersons’ evaluation of source and claim

Lisa Scharrer, Eva Thomm, Marc Stadtler, Rainer Bromme

Sourcing in Pre-Service Teachers’ Evaluations of Technology Applications for Classroom Use

Alexandra List, Anna Kim, Bailing Lyu, Gala Campos, Hye Yeon Lee, Hongcui Du

Investigating Differences in Experts’ and Laypersons’ Evaluation of a Scientific Conflict with Eye-Tracking and Cued-Retrospective Thinking

Steffen Gottschling, Yvonne Kammerer, Peter Gerjets

Inadmissible Evidence: Integrating Irrelevant Information in a Multiple Source Scenario

Sarah D. Creer, Donovan C. Kelley, Ellen S. Cohn, Laura K. Allen

The Role of Advanced Theory of Mind in Adolescents’ Sourcing while Reading Multiple Documents

Yann Dyoniziak, Anna Potocki, Jean-François Rouet

19:00-20:00

How Does Emoji Valence Impact Text Message Interpretation?

Arp, Upadhyay, Gunraj, Akers, Boyce, Brayton, Christensen

Emojis and the interpretation of text messages between friends and between acquaintances

Joy Zheng, William Horton

Using a Teacher Dashboard to Support Students Remotely on Science Inquiry

Rachel Dickler, Janice Gobert, Amy Adair, Joe Olsen

Designing an Online, Collaborative Environment to Facilitate Argumentative Discourse

Yi Song, Ralph P. Ferretti, John Sabatini, Wenju Cui, Kelsey Dreier

Can Text Features of Investigative Questions in Science Predict Students’ Inquiry Competencies?

Jeremy Lee, Amy Adair, Janice Gobert, Rachel Dickler

Toward Field Advancement: An Effort to Conceptualize Collaborative Reading Comprehension

Jasmine Kim, Panayiota Kendeou