Program for Wednesday, July 17th: Talk View

PROGRAM FOR WEDNESDAY, JULY 17TH: TALK VIEW

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View: with abstracts session overview

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

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20:30

21:00

21:30

22:00

12:00-13:30 Check-in Desk Open

12:00-13:00 Mentoring Lunch

13:30-14:00 Opening Ceremony

14:00-14:20

Introduction to the Special Session in Honor of Walter Kintsch

Danielle S. McNamara

14:20-14:35

The Contributions of Walter Kintsch: Cascading Cognitive Science

Murray Singer

14:35-14:50

Text Comprehension and the Brain: How Walter Kintsch’s Ideas Influence the Neuroscience of

Evelyn Ferstl

14:50-15:05

Inference Making and Learning from Text via Embodied Situation Models: Extending Kintsch’s Legacy

Mitchell Nathan

15:05-15:20

Legacy of Integrating Cognitive and Computational Theory

Peter Foltz

15:20-15:35

Using the Construction-Integration Model as a Framework for Designing Learning Technologies

Kirsten Butcher

15:35-16:00

Audience Discussion of the Special Session in Honor of Walter Kintsch

Danielle S. McNamara

16:00-17:00 Business Meeting

17:15-18:45

Towards vs. away: Simulating directions in text comprehension

Emily Buchner, Wolfgang Lenhard, Tobias Richter

Connectives as processing instructions across languages: A replication of Blumenthal-Dramé (2021)

M. Marchal, F. Hewett, M. Scholman, S. Shahmohammadi, M. Stede, V. Demberg

The Influence of Task-Related Standards of Coherence on Inferential Processing During Reading

S. Carlson, C. Bohn-Gettler, A. Helder, P. van den Broek, A. Dahl, A. Guzman

The Commonalities Between Déjà Vu, Involuntary Autobiographical Memories, and Unexpected Thoughts: Investigating Involuntary Thoughts Across the

C. Steadman, V. Venkatesha, C. Poulos, A. Cleary, N. Blanchard, C. Mills

Mind-Wandering During First- and Second-Language Reading

Marina Klimovich, Tobias Richter

Get back on your text: The costs of a mind that wanders early on while reading and listening

Isabelle Tapiero, Laurence Jacquot, George Michael

Investigating the Role of Prior Knowledge in Comprehending Intratextual and Intertextual Relationships when Reading Multiple

Burcu Demir, Ymkje E. Haverkamp, Jason L. G. Braasch, Ivar Bråten

Exploring Dimensions of Knowledge and Relations to Reading Skill and Course Grades

K. Christhilf, M. Watanabe, M. Imundo, T. Arner, D.S. McNamara

Does single text summarization promote integration across multiple texts?

Carlie Cope, Catherine McGrath, Kathryn McCarthy, Jason Braasch

Influence of contextual factors on university students’ task model and relationships between search strategies and search outcome with a search

Mylene Sanchiz, Delphine Oger

Identifying Patterns of Epistemic Behavior in an Online Inquiry Task

Jasmine Kim, Nishit Basoya, Sador Wondeson, Panayiota Kendeou

Evaluating for source trustworthiness when reading PSYCINFO search results to complete an academic task in an undergraduate psychology

Catherine McGrath, Jason Braasch, Erica Kessler, Laura Allen

Exploring a discipline-specific approach to teaching introductory psychology

Britt et.al

I can read, but when do iSTART building knowledge?

M. Watanabe, M. Imundo, K. Christhilf, T. Arner, D. McNamara

Reading by Sight or Sound: Examining Undergraduates’ Expository Text Comprehension Between Text

Ali Fulsher, V. N. Vimal Rao, Maya Bhati

Do Children Process and Perceive Paper and Digital Texts Differently? An Investigation of the Shallowing Hypothesis with Elementary-School

Virginia Clinton-Lisell, Alexia Langowski, Gabrielle Strouse

Written, audio or video feedback: Examining the role of instructor audiovisual presence on students’ feedback perceptions, review, and

Ignacio Mañez, Marian Serrano-Mendizábal, Adela Descals, Rafael García-Ros

Cultural Learning of Metacognition: Evidence from Blind Individuals

Marissa Bamberger, Lindsay Harris

Learners' metacognitive sensitivity to the benefits of retrieval practice and multimedia

Veit Kubik, Florian Hahne, Robert Gaschler

Effects of interrupting tasks on text comprehension: does self-regulation matter?

Deslande Liboutchi Peppe, Nicolas Louveton, Jean-François Rouet

Adult literacy students’ utility value of improving their writing skills

Greenberg, Martinez, Puranik, Braasch, Traga Philippakos, MacArthur, Miller

Changes to the AP African American Studies Curriculum: A Natural Language Processing Investigation

Joseph Burey, Kyle Stagnaro, Laura Allen, Pani Kendeou

Supporting Informed Voting Through Simplifying Information about Complex Ballot Measures

Kathryn McCarthy, Scott Crossley

Analyzing Source-Based Writing Proficiency: A Holistic Approach Using NLP Algorithms

P. Öncel, A. Potter, S. Crossley, L.K. Allen, X. Xu, D.S. McNamara

19:30-22:00 Fireworks Cruise