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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

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Crossley, Scott A.; Allen, Laura K.; Kyle, Kristopher; McNamara, Danielle S. – Discourse Processes: A multidisciplinary journal, 2014
Natural language processing (NLP) provides a powerful approach for discourse processing researchers. However, there remains a notable degree of hesitation by some researchers to consider using NLP, at least on their own. The purpose of this article is to introduce and make available a "simple" NLP (SiNLP) tool. The overarching goal of…
Descriptors: Natural Language Processing, Discourse Analysis, Language Research, Computer Oriented Programs
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Ozuru, Yasuhiro; Briner, Stephen; Best, Rachel; McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2010
This study examined how the contribution of self-explanation to science text comprehension is affected by the cohesion of a text at a local level. Psychology undergraduates read and self-explained a science text with either low or high local cohesion. Local cohesion was manipulated by the presence or absence of connectives and referential words or…
Descriptors: Reading Comprehension, Connected Discourse, Undergraduate Students, Cognitive Processes
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McNamara, Danielle S.; Louwerse, Max M.; McCarthy, Philip M.; Graesser, Arthur C. – Discourse Processes: A Multidisciplinary Journal, 2010
This study addresses the need in discourse psychology for computational techniques that analyze text on multiple levels of cohesion and text difficulty. Discourse psychologists often investigate phenomena related to discourse processing using lengthy texts containing multiple paragraphs, as opposed to single word and sentence stimuli.…
Descriptors: Computational Linguistics, Connected Discourse, Difficulty Level, Rhetoric
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O'Reilly, Tenaha; McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2007
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the "reverse cohesion effect". This study examines whether students' comprehension skill affects the interaction between text…
Descriptors: Interaction, Inferences, Reading Comprehension, Knowledge Level
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McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2004
This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…
Descriptors: Reading Strategies, Reading Comprehension, Science Instruction, Oral Reading