Use of latent semantic analysis for predicting psychological phenomena: Two issues and proposed solutions

Behavior Research Methods, Instruments, and Computers

Volumn 35, Issue 1, 2003, Pages 22-31

  Wolfe, Michael B W ^a   Goldman, Susan R ^b  

^a GRAND VALLEY STATE UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; ARTIFICIAL INTELLIGENCE; HUMAN; MENTAL FUNCTION; PSYCHOLOGY; READING; SEMANTICS; STATISTICAL ANALYSIS; STATISTICS;

ADOLESCENT; ARTIFICIAL INTELLIGENCE; DATA INTERPRETATION, STATISTICAL; HUMANS; MENTAL PROCESSES; PSYCHOLOGY, EXPERIMENTAL; READING; SEMANTICS;

EID: 0037797237     PISSN: 07433808     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03195494     Document Type: Article

References (22)

1. BURGESS, C. (2000). Theory and operational definitions in computational memory models: A response to Glenberg and Robertson. Journal of Memory & Language, 43, 402-408.
2. BURGESS, C., LIVESAY, K., & LUND, K. (1998). Explorations in context space: Words, sentences, discourse. Discourse Processes, 25, 211-257.
3. CHI, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.
4. CHI, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Mahwah, NJ: Erlbaum.
5. CHI, M. T. H., DELEEUW, N., CHIU, M., & LA VANCHER, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
6. COTÉ, N., & GOLDMAN, S. R. (1999). Building representations of informational text: Evidence from children's think-aloud protocols. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 169-193). Mahwah, NJ: Erlbaum.
7. COTÉ, N., GOLDMAN, S. R., & SAUL, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53.
8. FOLTZ, P. W., BRITT, M. A., & PERFETTI, C. A. (1996). Reasoning from multiple texts: An automatic analysis of readers' situation models. In G. W. Cottrell (Ed.), Proceedings of the 18th Annual Cognitive Science Conference (pp. 105-115). Mahwah, NJ: Erlbaum.
9. FOLTZ, P. W., GILLIAM, S., & KENDALL, S. (2000). Supporting content-based feedback in online writing evaluation with LSA. Interactive Learning Environments, 8, 111-129.
10. FOLTZ, P. W., KINTSCH, W., & LANDAUER, T. K. (1998). The measurement of textual coherence with latent semantic analysis. Discourse Processes, 25, 285-307.
11. GLENBERG, A. M., & ROBERTSON, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory & Language, 43, 379-401.
12. GOLDMAN, S. R., COTÉ, N. C., & SAUL, E. U. (1995). Paragraphing, reader, and task effects on discourse comprehension. Discourse Processes, 20, 273-305.
13. GRAESSER, A. C., WIEMER-HASTINGS, P., WIEMER-HASTINGS, K., HARTER, D., PERSON, N., & THE TUTORING RESEARCH GROUP (2000). Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8, 129-147.
14. KINTSCH, E., STEINHART, D., STAHL, G., LSA RESEARCH GROUP, MATTHEWS, C., & LAMB, R. (2000). Developing summarization skills through the use of LSA-based feedback. Interactive Learning Environments, 8, 87-109.
15. KINTSCH, W. (2001). Predication. Cognitive Science, 25, 173-202.
16. 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.
17. LANDAUER, T. K., FOLTZ, P. W., & LAHAM, D. (1998). An introduction to latent semantic analysis. Discourse Processes, 25, 259-284.
18. MAGLIANO, J., MILLIS, K., WIEMER-HASTINGS, K., & MCNAMARA, D. (2001, July). Using LSA to reveal reader strategies. Paper presented at the conference of the Society for Text and Discourse, Santa Barbara, CA.
19. 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.
20. TRABASSO, T., & MAGLIANO, J. P. (1996). Conscious understanding during comprehension. Discourse Processes, 21, 255-287.
21. WOLFE, M. B. W., GOLDMAN, S. R., MAYFIELD, C., MEYERSON, P. M., & BLOOME, D. M. (2000, July). Middle school students' processing of multiple accounts of an historical event. Paper presented at the meeting of the Society for Text and Discourse, Lyon, France.
22. WOLFE, M. B. W., SCHREINER, M. E., REHDER, B., LAHAM, D., FOLTZ, P. W., KINTSCH, W., & LANDAUER, T. K. (1998). Learning from text: Matching readers and texts by latent semantic analysis. Discourse Processes, 25, 309-336.