The construction of visual-spatial situation models in children's reading and their relation to reading comprehension

Journal of Experimental Child Psychology

Volumn 119, Issue , 2014, Pages 101-111

  Barnes, Marcia A ^a,b   Raghubar, Kimberly P ^c   Faulkner, Heather ^d   Denton, Carolyn A ^a  

^a UNIVERSITY OF TEXAS   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^c UNIVERSITY OF HOUSTON   (United States)

^d Halifax ^*  (Canada)

Author keywords

Children's spatial situation models; Embodied cognition; Inference making; Reading comprehension

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CHILDREN'S SPATIAL SITUATION MODELS; COMPREHENSION; CONCEPT FORMATION; DEPTH PERCEPTION; EMBODIED COGNITION; FEMALE; HUMAN; INFERENCE-MAKING; MALE; PATTERN RECOGNITION; PHYSIOLOGY; PSYCHOLOGICAL MODEL; REACTION TIME; READING; READING COMPREHENSION;

CHILDREN'S SPATIAL SITUATION MODELS; EMBODIED COGNITION; INFERENCE-MAKING; READING COMPREHENSION;

ADOLESCENT; CHILD; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MODELS, PSYCHOLOGICAL; PATTERN RECOGNITION, VISUAL; REACTION TIME; READING; SPACE PERCEPTION;

EID: 84890554716     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.10.011     Document Type: Article

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