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ERIC Number: ED151772
Record Type: RIE
Publication Date: 1978-Mar
Pages: 19
Abstractor: N/A
Reference Count: 0
Semantic and Syntactic Strategies in Re-Encoding Linguistically Complex Sentences.
Gowie, Cheryl J.; Powers, James E.
Current views both of reading and of understanding spoken language conceptualize the process of deriving meaning as similar to hypothesis testing. The listener or reader is seen as selecting whatever information is required to confirm the hypothesized meaning. In the present study, 60 children (12 each in grades four through eight) reworded linguistically complex sentences, with clarity of expression as the criterion. The children were retested on the same task one year later. Results were analyzed separately for the number of sentences retained as originally worded, the number with semantically based changes, and the number with syntactically based changes. The only significant differences for either syntactic or semantic changes were related to the familiarity of content: sentences that reflected expected agent/action combinations were less likely to be reworded than were sentences that contradicted expected agent/action combinations. (AA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978)