2022 Fellow of the Society for Text and Discourse
| Daphne Greenberg, Georgia State University | |
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| Dr. Daphne Greenberg is a Distinguished University Professor in the Educational Psychology program at Georgia State University. Her current research focuses on adult literacy learners as well as English as Second Language learners on topics such as writing, civics, and reading. She has published on various aspects of adult literacy including health literacy, family literacy, reading components, and reading interventions. Funding for her research has come from diverse local, foundation, university, and federal funding sources, such as the National Institute of Child Health and Human Development, US Department of Education, Institute of Educational Sciences, Centers of Disease Control and Prevention, the Komen Foundation, Pfizer Foundation, and the Department of Defense. She has served on numerous expert panels such as the National Institutes of Health Learning Disabilities Innovation Hubs, the National Center for Education Research/Institute of Education Sciences Panel on Advancing Adult Education Research, the National Center for Education Statistics Focus Group on Adult Education and Training Data Collection, and the American Institutes for Research Adult ESL Explicit Literacy Study Technical Working Group. She has tutored native and nonnative English-speaking adult nonreaders, organized literacy advocacy groups and has helped communities develop community-based adult literacy programs. | |
2022 Fellows Selection Committee: Matt McCrudden (Chair), M. Anne Britt, Jane Oakhill, & Jean-François Rouet. Fellow status is awarded to Society for Text & Discourse members who have made sustained outstanding contributions to the science of their field in the areas of research, teaching, service, and/or application. Fellows’ contributions have enriched or advanced an area encompassed by the Society for Text & Discourse on a scale well beyond that of being a good researcher, practitioner, teacher, or supervisor. The official list of current ST&D fellows can be found at https://www.societyfortextanddiscourse.org/fellows/
2022 Distinguished Scientific Contribution Award Keynote Address
| Richard J. Gerrig, Stony Brook University | |
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| Dr. Richard Gerrig is a Professor of Psychology at Stony Brook University. He is a Fellow of the Society for Text and Discourse, the American Association for the Advancement of Science, the Association for Psychological Science, and the Society for the Psychology of Aesthetics, Creativity and the Arts (of the American Psychological Association). Gerrig has published widely on topics related to language use including metaphor, contextual expressions, common ground, and audience design. His book, Experiencing Narrative Worlds, reached across disciplines to provide a broad theoretical perspective on aspects of narrative processing. That theoretical perspective has informed a range of empirical projects. Gerrig served as the Editor-in-Chief of the Journal of Memory and Language. He will also be co-editor, with Alice Bell and Ralf Schneider, of an upcoming book series from Routledge called Dialogues in Cognitive Literary Studies. | |
Transportation and Participation as Foundations of Narrative Experiences
This talk asserts that important aspects of people’s rich experiences of narratives arise from processes of transportation and participation. Transportation refers to people’s sense that they have become cognitively and emotionally immersed in a narrative world. I review empirical research that demonstrates how transportation varies as narratives unfold. I also discuss how transportation may occur in the context of even very brief narratives. Participation refers to the concept that people’s cognitive and emotional responses to narrative events parallel those they would have as side-participants to real-world events. I review empirical research demonstrating the range of people’s participatory responses (i.e., the mental content they encode as a function of participation) as well as some consequences of those responses. The talk concludes with a discussion of people’s emotional responses to narratives. The discussion of emotions will indicate how transportation and participation reciprocally support narrative experiences. Taken as a whole, the talk suggests that models of narrative processing would do well to include processes of transportation and participation within their scope.
2022 Distinguished Scientific Contributions Award Committee: M. Anne Britt (Chair), Jean-François Rouet, Jane Oakhill, & Danielle McNamara. This award honors scholars who have made outstanding scientific contributions to the study of discourse processing and text analysis. The following criteria will be considered in conferring the Award: (1) Sustained outstanding research that has enhanced the scientific understanding of discourse processing and text analysis, (2) Contributions to the mentorship of students, postdoctoral fellows, and colleagues in the field of text and discourse, and (3) Meritorious contributions to the advancement of the field through leadership as a theorist or spokesperson for the discipline. The list of past winners of the Distinguished Scientific Contribution Award can be found at http://www.societyfortextanddiscourse.org/awards/
2022 Tom Trabasso Young Investigator Award Address
Alexandra List, Pennsylvania State University |
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Dr. Alexandra List is an Associate Professor in the Department of Educational Psychology, Counseling, and Special Education at the Pennsylvania State University. Her work focuses on students' learning about complex social issues using multiple sources of information, particularly online. She is especially interested in the higher-order, cognitive processes – critical thinking, evaluation, integration – involved. Her work has appeared in leading journals including Educational Psychologist, Computers & Education, Reading Research Quarterly, and Discourse Processes. She is the co-editor of the Handbook of Learning from Multiple Representations and Perspectives. Dr. List received her Ph.D. in Educational Psychology from the University of Maryland, College Park.
Source, Perspective and Representation: Reimaging Multiple Text Tasks to Promote Equity
A key feature of the literature on learning from multiple texts has been its persistent drive to characterize and analyze the complexity of everyday reading – including examining students’ navigation of a multitude of sources, simultaneously presented, but of varying quality and potentially inconsistent or in conflict with one another, typical of reading on the Internet. Still, a critical aspect of everyday reading that the literature of multiple text learning has largely failed to address is how students use (multiple) texts to understand and take action on complex social issues – including issues of social justice and systematic inequity. This talk will draw on the literatures on culturally relevant pedagogy, media and digital literacy, and learning from multiple texts to examine how introducing students to multiple texts can be used as a means of fostering reasoning about issues of equity. Additionally, data will be presented demonstrating that students are both capable of and challenged by such reasoning, suggesting areas for future inquiry.
2022 Society for Text & Discourse Keynote Address
Julie A. Washington, University of California - Irvine |
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Dr. Julie A. Washington is a Professor in the School of Education at the University of California – Irvine (UCI). She is a Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Dr. Washington directs the California Learning Disabilities Research Innovation Hub at UCI. She is also director of the Dialect, Poverty and Academic Success lab. Her research is focused on the intersection of literacy, language variation, and poverty in African American children from preschool through fifth grades. In particular, her work focuses on understanding the role of cultural dialect in assessment outcomes, identification of reading disabilities in school-aged African American children, and on disentangling the relationship between language production and comprehension in development of early reading and language skills for children growing up in poverty. Dr. Washington brings to this work a deep understanding of the impact of within language differences on development of early reading, writing and language skills of African American children. She has led several large projects funded by the National Institute of Child Health and Human Development focused on literacy and language variation. Currently, she is working on development of assessment protocols for use with high density dialect speakers that are designed to improve our ability to measure their linguistic competence. This work is funded by the National Institute on Deafness and other Communication Disorders at the NIH.
Power of the Spoken Word
Language is power. Language is access. What happens when the language of your community impedes your access… to education … to literacy … to employment? The disparities created by language differences have a significant impact on both children and adults whose community language does not adhere to the mainstream standard. For African American children longstanding disparities in the development of reading skills have been linked to the use of nonmainstream dialects, which negatively impact access to educational content. For adults the inability to code switch from the community standard to the mainstream standard impacts employment and opportunity. This talk will address the power of language to impact lives both positively and negatively among minority language and dialect users.
2022 Tom Trabasso Young Investigator Award
Laura K. Allen, University of Minnesota |
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Dr. Laura K. Allen is an Assistant Professor of Educational Psychology at University of Minnesota. She earned a B.A. in English Literature and Foreign Languages from Mississippi State University (2010), followed by a M.A. (2015) and Ph.D. in Psychology (Cognitive Science) from Arizona State University (2017). The primary aim of her research is to examine how individuals learn and communicate with text and to apply those insights to educational practice through the development of interventions and educational technologies. Much of her work involves the development and use of natural language processing tools (NLP) to provide a more nuanced understanding of the cognitive processes that are involved in text-based learning and communication. She then applies this research to educational technologies through the development of assessments and feedback that tap into the on-line cognitive and affective processes of individual system users.
Dr. Allen will give the 2023 Award Address for the 2022 Tom Trabasso Young Investigator Award at the 33rd annual meeting of the Society for Text & Discourse in Oslo, Norway, to be held in June of 2023.
2022 Tom Trabasso Young Investigator Award Committee: Panayiota Kendeou (Chair), Jason Braasch, Anne Britt, & Matt McCrudden. This award goes to an outstanding young investigator who embodies Tom Trabasso’s spirit of mentoring young scholars and creating a supportive context in our Society. Recipients have shown exceptional and innovative contributions to discourse research and demonstrated superior promise as leaders in the field. The list of past winners of the Tom Trabasso Young Investigator Award can be found at http://www.societyfortextanddiscourse.org/awards/
2022 Jason Albrecht Outstanding Young Scientist Award
Marloes van Moort, Leiden University / Utrecht University |
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Familiar false facts vs. novel truths: The influence of readers’ background knowledge on processing and acquiring false information with Anne Helder & Charles Perfetti)
The current study investigates how conceptual knowledge supports comprehension and learning (i.e., a familiarity effect) and protects against accepting false information (i.e., false information effect) both during learning and during later memory retrieval. We combine behavioral measures that provide information on whether the (in)accurate information is consolidated in memory with event-related potentials (ERPs) that provide complementary information on how knowledge affects readers’ moment-by-moment processing of texts containing false information during learning.
2022 Graduate Student Research Award
Arielle Elliott, Northwestern University |
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Access to Real-time Typing Shapes Perception of Collaborator’s Work Quality (with Sid Horton)
Online shared workspaces provide real-time access to others’ work as it's being written. Given that typing patterns have been shown to indicate one’s stress level and cognitive load, access to typing dynamics could inform collaborator’s perceptions of each other’s contributions. Participants completed an editing task with a “partner” whose edits were pre-recorded to be delivered fluently or disfluently. Participants then rated these edits sentences. Our results show that typing dynamics influence perception of writing quality.
2022 Undergraduate Student Research Award
Lamorej Roberts, University of Illinois at Chicago |
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Testing the Effects of Refutations and Summaries on Understanding (with Lena Hildenbrand, Tricia A. Guerrero, and Jennifer Wiley)
Student comprehension of expository science text is dependent on many factors including prior knowledge or misconceptions. Further, the composition of a text can has a large effect on how well students understand it. The present study explored the independent effects of refutations and summaries on comprehension of an introductory psychology text. No differences were found in comprehension between refutation and non-refutation versions, but adding a final summary paragraph improved learning from both versions.
2022 Research Awards Committee & Award Descriptions
Kate Cain (Chair), Laura Allen, Jason Braasch, & Mike Wolfe
The Jason Albrecht Outstanding Young Scientist Award honors the memory of Jason Albrecht, a promising young text and discourse researcher who passed away in 1997. The award recognizes an outstanding paper based on a doctoral dissertation. The Graduate Student Research Award (formally called the Outstanding Student Paper Award) recognizes quality in predissertation work that is predominantly that of a graduate student. The Undergraduate Student Research Award recognizes quality in work that is predominantly that of an undergraduate graduate student, or research to which the undergraduate student contributed a significant amount of effort and support. Further details and previous winners of each award can be found at https://www.societyfortextanddiscourse.org/awards/