ST&D 2023: 2023 ANNUAL MEETING OF THE SOCIETY FOR TEXT AND DISCOURSE
Poster Locations

Poster stands

Wednesday, June 28th

Session 5, 16:30-18:00

Poster stand 1 – 12: The Entrance Hall

Poster stand 13 – 22: Room 241, first floor

 

The Entrance Hall

  1. Michael Wolfe and Todd Williams: Comprehension as a Function of Belief Consistency: Null Results.

 

  1. Hannes Münchow, Simon P. Tiffin-Richards, Lorena Fleischmann, Stephanie Pieschl and Tobias Richter: Promoting Students’ Argument Comprehension and Evaluation Skills: Implementation of Two Training Interventions in Higher Education

 

  1. Miriam Rivero-Contreras, Pablo Delgado, Nuria Calet, Gema Erena-Guardia, Gracia Jiménez-Fernández, F. Javier Moreno-Pérez, Isabel R. Rodríguez-Ortiz and David Saldaña: The influence of task instructions and text structure on standards of coherence in adolescent readers with autism spectrum disorder and with typical development: An eye-tracking study

 

  1. Magalí A. Martínez, Franco Londra, Gastón Saux and Debora I. Burin: Effects of a source evaluation intervention on sourcing skills: Replication and extension

 

  1. Valerie Hemeon, Anita Eerland, Todd Ferretti, Daniel Feller and Joseph Magliano: Grammatical Aspect, Temporal Adverbs, and Situation Models

 

  1. Anne Helder, Weiqi Wang, Vivek Rajkumar and Charles Perfetti: ERP indicators of word-to-text integration (WTI) during reading comprehension: Can engagement with the text influence the reader’s situation model and override word meaning retrieval effects?

 

  1. Annika Svedholm-Häkkinen and Carita Kiili: Critical reading skills and analytic thinking styles among upper secondary school students

 

  1. Kari Spjeldnæs: The becoming of readers. An exploration of the reading habitus

 

  1. F. Javier Moreno-Pérez, Pablo Delgado, Nuria Calet, Damián Hervás, Gracia Jiménez-Hernández, Miriam Rivero-Contreras, David Saldaña, Adrián Solís-Campos and Isabel R. Rodríguez-Ortiz: Do deaf students adapt their reading strategies to task goals and text structure as hearing readers do?

 

  1. Scott Hinze: Learning from Anecdotal Descriptions of Psychology: The Role of Prior Knowledge

 

  1. Angelica Ronconi, Antonio Calcagnì and Lucia Mason: Highlighting in Printed and Digital Reading: Effects on Reading Time, Text Comprehension, and Metacognitive Calibration of Comprehension

 

  1. Justine Scattarelli and Panayiota Kendeou: Automating Debunking: Can Chatbots Correct Misconceptions?

 

Room 241, first floor

  1. Sarah Carlson, Amanda Dahl, Paul van den Broek, Anne Helder, Catherine Bohn-Gettler, Amy Bruïne and Anybel Guzman: Does a Reader’s Standards of Coherence Affect their Inference Activation During Reading? The Effects of Task Manipulation

 

  1. Shlomit Okon, Rebecca Dolgin and Michael Schober: What is it about live video interaction that makes some people uncomfortable?

 

  1. Gerardo Pellegrino, Tommaso Feraco, Chiara Meneghetti and Barbara Carretti: Do 21st century Soft Skills predict reading comprehension?

 

  1. Rina Miyata Harsch and Panayiota Kendeou: The role of source expertise on memory recognition: Accuracy and response times

 

  1. Elianna Knutson, Abigail Nelson, Catherine M. Bohn-Gettler and Blaine Tomkins: Effects of Textual Constraint and Emojis on Emotion Inferences

 

  1. Elvira Jéldrez, Macarena Silva and Karen Córdova: Reading Value and Self-Concept in Students with Poor and Typical Reading Skills: A Mixed-Methods Study

 

  1. Ella Cullen, Patrick Healey and Paraskevi Argyriou: The Structure of Common Experimental Dialogue Tasks: A Systematised Review & Taxonomy

 

  1. Stephen Hutt, Ryan Baker, Allison DePiro, Joann Wang, Samuel Rhodes, Jaclyn Ocumpaugh and Caitlin Mills: Feedback on Feedback: Automated Detection of Peer Feedback Quality

 

  1. Peter Crume, Jessica Scott, Justin Malone, Christopher Kurby, Virginia Troemel, Haeli Patel and Joseph Magliano: Learning a sign language as a second language: Exploring sensitivity to the situational structure of narratives.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Poster stands

Thursday, June 29th

Session 10, 16:40-18:10

Poster stand 1 – 12: The Entrance Hall

Poster stand 13 – 22: Room 241, first floor

 

The Entrance Hall

  1. Brechtje van Zeijts, Dianne Venneker, Lesya Ganushchak, Bjorn de Koning and Huib Tabbers: Teaching children’s inference skills using a video-based vs. text-based training program

 

  1. Nicole Antes, Markus Huff and Stephan Schwan: How the distinguishability of meta-information about the veracity of sentences affects memory

 

  1. Carolin Baumgarten, Heiko Krabbe, Ingo Kollar and Marc Stadtler: Is this Website Reliable? Fostering the Evaluation of Internet Sources using a Collaboration Script and a Reflection Prompt

 

  1. M. Anne Britt, Taneisha Vilma, Amanda M. Durik and Daniel Nuccio: Supports for Discipline-specific reading in introductory psychology

 

  1. Ali Fulsher, Jeffrey Bye, Panayiota Kendeou and Indigo Rudduck: Sourcing with citations: The effect of source information and sourcing instructions on multiple text comprehension

 

  1. Laura Kerouel and Nicolas Louveton: Does full-page view when reading comics improve understanding? Studying the effect of panels’ visibility and reader’s expertise on reading time and understanding of two comic books excerpts.

 

  1. Michael Weinstock, Sarit Barzilai, Eva Thomm, Nadav Davidovitch and Johannes Bauer: Epistemic perspectives and evaluation of changes in scientific claims regarding COVID-19

 

  1. Sabine Févin, Elise Tornare, Delphine Oger, Christine Ros and Nicolas Vibert: Impact of emotional content on visual search for answers to questions in short texts by children aged 9 to 11 years

 

  1. Junfei Hu and Liesbeth Degand: Do speakers align at the discourse level? The role of discourse segments in task-oriented dialogue

 

  1. Brenda Hannon: For Beginning Readers, the Time Spent Reading is Related to Some of the Component Skills of Reading but the Time Spent Playing Video Games is not.

 

  1. Nia Nixon and Oleksandra Poquet: SCIP: Identifying Learner Roles through Group Communication and Interpersonal Network Positioning in Scaled Digital Environments

 

  1. Cristina Vargas, Lidia Altamura, Laura Gil, Amelia Mañá, Javier Roca and Ladislao Salmeron: Exploring the incongruity between digital natives and their reading media preferences after COVID times

 

Room 241, first floor

  1. Emily Smith and Niki Patel: Reducing the impact of false information on memory: Are readers more influenced by the lie or the liar?

 

  1. Vincent Bovet, Dominique Knutsen and Marion Fossard: Cognitive mechanisms underlying common ground use in dialogue: evidence from a developmental study in normal aging
  2. Christian Tarchi, Chiara Barattieri di San Pietro and Ludovico Franco: Text comprehension and idiomatic expressions: An eye-tracking study

 

  1. Theresa Ruwe and Elisabeth Mayweg-Paus: The impact of social cues in written feedback on learners’ non-cognitive reactions

 

  1. Ella Cullen, Patrick Healey and Paraskevi Argyriou: Measuring Facial Gestures- Using the Depth Camera to Quantify the Intensity of Facial Action Unit Components

 

  1. Ayah Issa and Shireen Al-Adeimi: Exploring Translanguaging through Dialogic Talk among Arabic-Speaking Heritage Language Learners

 

  1. Mya Urena, Alexander Colby, Diana Tosca, Alberta Ansah, Orit Shaer, Andrew Kun and Caitlin Mills: Technology-Mediated Social Interactions During COVID-19: Perspectives from a Women’s College Community

 

  1. Dominique Knutsen and Angèle Brunellière: Being aware of the other’s mental load affects how partners collaborate in dialogue

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Poster stands

Friday, June 30th

Session 13, 14:00-15:30

Poster stand 1 – 12: The Entrance Hall

Poster stand 13 – 22: Room 241, first floor

 

The Entrance Hall

  1. Sonny Wang, Craig Chambers and Keisuke Fukuda: Exploring the relation between semantic priming and instrument inferencing in discourse reading: An individual differences approach

 

  1. Indigo Rudduck, Ali Fulsher and Panayiota Kendeou: Exploring Researcher-Participant interactions during a think-emote aloud protocol

 

  1. Katharina Bauer, Annika Lohmeyer, Lisa Scharrer and Marc Stadtler: Not as Easy as It Seems: Does the Combination of an Instructional Video and an Elaboration Prompt Mitigate the Seductive Effect of Text Easiness?

 

  1. Amelia Maña, Laura Gil, Luis Ramos, Victoria García and Sandra Montagud: Reading Comprehension Instruction and Reading Media: Evidence From Teachers’ Self-Reports and Interviews

 

  1. Louise Chaussoy, Anna Potocki, Samantha Finoly, Eric Lambert and Pauline Quémart: From Meaning Inference to Reading Comprehension: Exploring the Contribution of Morphological Knowledge to Reading Comprehension in Sixth Grade

 

  1. Eleonora Pizzigallo, Lucia Mason, Arianna Forcelli, Alessandra Zagato and Barbara Carretti: “Is that Right? How Sure Am I?” The Role of Refutation Text on Metacognitive Monitoring

 

  1. Irene-Anna Diakidoy and Thalia Mouskounti: Processing consistent and inconsistent information in social-situation narratives by readers higher and lower in aggression

 

  1. Elise Lefevre, Lynne Duncan, Abdessadek El Ahmadi, Pascale Colé and Eddy Cavalli: The written language network from proficiency to disability: data-driven evidence from a transdiagnostic dimensional graph modelling

 

  1. Katharina Gloria Hugentobler and Sascha Schroeder: The development of semantic processing during text reading: an eye-movement study

 

  1. Nadina Gomez Merino, Inmaculada Fajardo, Antonio Ferrer, Mario Figueroa and Marta Vergara-Martínez: How do readers with deafness process idioms? Eye movement data supporting the direct retrieval hypothesis

 

  1. Michael Weinstock, Einat Gombo and Netta Le Guennec: Reliable reasoning processes: A function of epistemic aims or epistemic perspective?

 

  1. Beata Latawiec: Epistemological and stance marking in academic discourses and writing

 

Room 241, first floor

  1. Ymkje Haverkamp, Ivar Bråten, Natalia Latini and Helge Strømsø: Effect of Media Multitasking on Multiple Text Comprehension

 

  1. Anette Andresen, Jason Braasch, Øistein Anmarkrud, Leila Ferguson and Carolanne Kardash: Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles

 

  1. Kathryn McCarthy, Micah Watanabe, Linh Hyunh, Danielle McNamara, Joe Magliano and Laura Allen: Examining Summarization as a Tool for Supporting Multiple Document Comprehension

 

  1. Lidia Altamura, Marc Stadtler and Ladislao Salmerón: How Reading Medium and Distractions Affect Adolescents’ Conflict Detection in Multiple Documents

 

  1. Raquel Cerdan, Fatima Rahim, Ignacio Mañez and Jason L.G. Braasch: Fostering text integration in primary education: What type of task instruction should teachers provide?

 

  1. Lauren Flynn, Laura Allen, Kathryn McCarthy, Joe Magliano and Danielle McNamara: Triangulating Data Sources in Multiple Document Comprehension Tasks

 

  1. Püren Öncel, Laura Allen, Kathryn McCarthy, Joe Magliano and Danielle McNamara: Self-Explanation and Think-Aloud in Multiple Document Contexts

 

  1. Tracy Arner, Andrew Potter, Mi'Kayla Newell, Virginia Troemel, Kathryn McCarthy and Danielle S. McNamara: Collaborative Design of Professional Development for Multiple Document Comprehension: A Teacher Focus Group Study

 

  1. Andrew Potter, Mi'Kayla Newell, Linh Huynh, Natalie Newton, Virginia Troemel, Kathryn McCarthy, Laura Allen, Joseph Magliano and Danielle McNamara: Constructed Response Prompt Effects in Multiple Document Comprehension