Читать книгу The Science of Reading - Группа авторов - Страница 25

Kintsch and van Dijk (1978) approached text comprehension as a cyclical process, with every text element activating meanings on the way to a coherent representation of the text as a whole. The Construction Integration model (Kintsch, 1988, Kintsch & Rawson, 2005) proposed two phases of comprehension: An initial construction phase, prompted by word meaning, spreads activation across memory of both text elements and general knowledge in a passive, automatic process.¹ A companion integration phase uses the overlap of meaning among the activated elements to constrain what information remains for the next cycle. Multiple integration phases lead to a coherent representation of the text.

The Construction Integration model moved text comprehension research toward a processing approach, incorporating memory‐based, word‐meaning, and sentence level components. The structure building framework (Gernsbacher, 1990, 1997) emphasized the complementary processes of memory‐based meaning mapping and structure building. Later models retained this focus on bottom‐up, memory‐based processes, including the Resonance Model (Myers & O’Brien, 1998) and the more recent Resonance, Integration, and Validation Model (Cook & O’Brien, 2014).

Global influences continued to be emphasized in constructivist theories that assume readers are driven to construct coherence and search for meaning (Graesser et al., 1994). Top‐down influences were elaborated more specifically as mental structures to guide the reader’s construction of coherence, for example, dimensions of time, space, and causality in the Event‐Indexing Model (Zwaan et al., 1995). The Landscape model combined the automatic bottom‐up processes of memory‐based models with the top‐down influences of constructionist theories (van den Broek et al., 2005; van den Broek et al., 1999). In this model, a coherent mental representation emerges from both text and external knowledge activation patterns that increase and diminish over the course of reading a text. Comprehension results from the mixing of automatic passive processes with reader‐initiated strategic processes determined by the reader’s standard for coherence and goals in a particular reading situation (van den Broek et al., 1995; van den Broek & Helder, 2017; see van den Broek & Kendeou, this volume).