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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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Sanford, Anthony J.; Dawydiak, Eugene J.; Moxey, Linda M. – Discourse Processes: A Multidisciplinary Journal, 2007
Positive and negative quantifiers induce two very different perspectives in comprehenders--perspectives that have strong applications to rhetoric and communication. These are briefly reviewed. A potential mechanism, based on earlier work, is introduced, resting on the idea that negatively quantified sentences (like Not all of the boys went to the…
Descriptors: Semantics, Pragmatics, Sentences, Defense Mechanisms
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Sanford, Anthony J.; Graesser, Arthur C. – Discourse Processes: A Multidisciplinary Journal, 2006
Discourse comprehension theories frequently assume that discourse comprehension involves a complete analysis of lexical, syntactic, semantic, and discourse levels of processing. However, discourse psychologists have documented some conditions when a partial processing and underspecification of the resulting representations occurs. The articles in…
Descriptors: Semantics, Psychologists, Cognitive Processes, Syntax
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Sanford, Alison J. S.; Sanford, Anthony J.; Molle, Jo; Emmott, Catherine – Discourse Processes: A Multidisciplinary Journal, 2006
Processing of discourse seems to be far from uniform with much evidence indicating that it can be quite shallow. The question is then what modulates depth of processing? A range of discourse devices exist that we believe may lead to more detailed processing of language input (Attention Capturers), thus serving as modulators of processing enabling…
Descriptors: Semantics, Linguistic Input, Cognitive Processes, Experiments
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Sanford, Anthony J.; Garrod, Simon C. – Discourse Processes: A Multidisciplinary Journal, 2005
In this article, we discuss 2 issues that we believe any theory of discourse comprehension has to take account of-accessing irrelevant information and granularity. Along the lines that have been suggested as demonstrating the memory-based account, we describe some work in favor of the recruitment of apparently irrelevant information from memory…
Descriptors: Cognitive Processes, Reading Comprehension, Memory, Learning Processes