Using latent semantic analysis to assess reader strategies

Behavior Research Methods, Instruments, and Computers

Volumn 34, Issue 2, 2002, Pages 181-188

  Magliano, Joseph P ^a   Wiemer Hastings, Katja ^a   Millis, Keith K ^a,b   Muñoz, Brenton D ^a   McNamara, Danielle ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b OLD DOMINION UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; HUMAN; MENTAL FUNCTION; READING; REGRESSION ANALYSIS; SEMANTICS;

HUMANS; MENTAL PROCESSES; READING; REGRESSION ANALYSIS; SEMANTICS;

EID: 0036560959     PISSN: 07433808     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03195441     Document Type: Article

References (15)

1. BIELACZYC, K., PIROLLI, P. L., & BROWN, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition & Instruction, 13, 221-252.
2. CHI, M. T. H., DE LEEUW, N., CHIU, M., & LAVANCHER, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
3. COTÉ, N., & GOLDMAN, S. R. (1999). Building representations of informational text: Evidence from children's think-aloud protocols. In H. van Oostendor & S. R. Goldman (Eds.) The construction of mental representations during reading (pp. 169-193). Mahwah, NJ: Erlbaum.
4. GRAESSER, A. C., WIEMER-HASTINGS, P., WIEMER-HASTINGS, K., HARTER, D., PERSON, N., & THE TRG (2000). Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8, 129-147.
5. KINTSCH, W. (2001). Predication. Cognitive Science, 25, 173-202.
6. LANDAUER, T. K., & DUMAIS, S. T. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104, 211-240.
7. LANDAUER, T. K., LAHAM. D., REHDER, B., & SCHREINER, M. E. (1997). How well can passage meaning be derived without using word order? A comparison of latent semantic analysis and humans. In M. G. Shafto & P. Langley (Eds.), Proceedings of the 19th Annual Meeting of the Cognitive Science Society (pp. 412-417). Mawhwah, NJ: Erlbaum.
8. MAGLIANO, J. P., & MILLIS, K. K. (2000) Assessing reading skill with a think-aloud procedure. Unpublished manuscript.
9. MAGLIANO, J. P., TRABASSO, T., & GRAESSER, A. C. (1999). Strategic processes during comprehension. Journal of Educational Psychology, 91, 615-629.
10. MCNAMARA, D. S., & SCOTT, J. L. (1999). Training reading strategies. In Proceedings of the Twenty-first Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Erlbaum.
11. PALINSCAR, A. S., & BROWN, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition & Instruction, 2, 117-175.
12. SHAPIRO, A. M., & MCNAMARA, D. S. (2000). The use of latent semantic analysis as a tool for the quantitative assessment of understanding and knowledge. Journal of Educational Computing Research, 22, 1-36.
13. TRABASSO, T., VAN DEN BROEK, P., & SUH, S. (1989). Logical necessity and transitivity of causal relations in the representation of stories. Discourse Processes, 12, 1-25.
14. WIEMER-HASTINGS, P., WIEMER-HASTINGS, K., & GRAESSER, A. C. (1999). Improving an intelligent tutor's comprehension of students with latent semantic analysis. In Artificial intelligence in education (pp. 535-542). Amsterdam: IOS Press.
15. YUILL, N., & OAKHILL J. (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173-186.