Abstract
This section begins with two invited papers that connect the area of discourse comprehension with other concerns of this book. Frijda emphasizes that learning from a discourse is an intelligent act, heavily dependent on intellectual skills and prior experience. Like Clark and Haviland (1977), he suggests that deep, rich memory representations are formed in the comprehender only when he or she treats the task of comprehension as a problem-solving task. He goes on to develop a characterization of comprehension in which the internal (mental) structure is the goal and schemata are the criteria which judge the match between incoming text and the memory structure that is being constructed.
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© 1978 Plenum Press, New York
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Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (1978). Comprehension and Information Structure. In: Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (eds) Cognitive Psychology and Instruction. Nato Conference Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2535-2_6
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DOI: https://doi.org/10.1007/978-1-4684-2535-2_6
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