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Categories of Cohesion 1
Category Example Reference
Pronominal The woman lost track of her little boy at the mall. She became very worried.
Demonstrative That was the worst exam I had all term.
Comparative It's the same band we heard last week. Substitution My computer is too slow. I need to get a faster one
1Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, p. 158.
Categories of Cohesion 2 Category Example Ellipsis I wish I had more talent. My sister has a lot more than I do. Conjunction Melissa flunked out of school, so she is
looking for a job. Lexical
Reiteration I saw a boy win the spelling bee. The boy was delighted afterward.
Synonymy I saw a boy win the spelling bee. The lad was delighted afterward.
Hyponymy I saw a boy win the spelling bee. The child was delighted afterward
2Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, p. 158.
Cohesion through Pronominalization
I went to the supermarket and bought a bottle of milk.
I took the bottle of milk home and put the bottle of
milk in the refrigerator. Later, when I wanted a drink, I
took the bottle of milk out and poured myself a glass of
milk. The milk was sour, so I took the bottle of milk
back to the supermarket to exchange the spoiled
bottle of milk for a good bottle of milk.
3
Anaphor and Antecedent
The rat climbed up the wall to escape through
a hole in the window. I sprayed it with the
shower hose and it fell into the tub with me.
4
Use of Cohesive Devices
I went to the supermarket and bought a bottle of
milk. I took it home and put it in the refrigerator.
Later, when I wanted a drink, I took the bottle
out and poured myself a glass of milk. The milk
was sour, so I took lousy product back to the
supermarket to exchange it for a good one.
5
Given / New Strategy of Sentence Integration
"In an explicit extension of Grices' (1975) maxim of
relation, Clark and Haviland (1977) suggest that
readers expect authors to use given information [cues]
to refer to [or to signal or highlight] information the
readers already know or can identify and to use new
information [cues] to refer to concepts with which they
[the readers] are not already familiar." (160 c)
6Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, p. 160.
Three-Stage Process of Sentence Comprehension
Using the Given/New Strategy
1. Identify NEW and OLD/GIVEN information in current sentence
2. Find antecedent in memory for GIVEN
3. Attach NEW information to that spot in memory
7Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, p. 160.
Strategies for Establishing Coherence
1. Direct matching (repeat) We got some beer out of the trunk. The beer was warm.
2. Bridging (inference) Last Christmas John went to a lot of parties.This Christmas he got very drunk again.
3. Reinstating old information
4. Identifying new topics of discourse
8Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 161-163.
Late Closure(Frank and Ernest)
9
Ashcraft, Mark H. 1994. Human Memory and Cognition, second edition. New York: Harper Collins College Publishers, p. 432.
Memory for Discourse
1. Surface representations (forms)
2. Propositional representations
3. Situational models
Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 166-172. 10
Discourse Structure & Storage
• Information stored in propositions Propositions are explicit information Propositions also include inferences
•Studies show that higher level propositions remembered better
Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 167-170. 11
Conditions for AutomaticDrawing of Inferences
1. "The inference must be necessary to make a text locally coherent."
2. "The information on which the inference is based must be easily activated (either from explicit statements in the text or from general knowledge)."
12Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, p. 169.
Untitled Story With hocked gems financing him, our hero bravely defied all scornful laughter that tried to present his scheme. "Your eyes deceive," he had said, "an egg not a table correctly typifies this unexplored planet." Now three sturdy sisters sought proof, forging along sometimes through calm vastness, yet more often over turbulent peaks and valleys. Days became weeks as many doubters spread fearful rumors about the edge. At last from nowhere welcome winged creatures appeared signifying momentous success. (Dolling & Lachman, 1971, p. 217)
13Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 175-176.
Genres Spoken Writtenlecture newspaper articlesermon opinion article comedy monologue presidential inauguration speechnarrative stories psych journal article (or thesis): abstract
introduction method
results discussion detective stories narrative stories
14Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 176-177.
Educational Implications of Insights on Discourse Comprehension
Actively Processing Discourse
Connecting Propositions in Discourse
Identifying the Main Points
Building Global Structures
Tailoring Comprehension Activities to Tests
15Carroll, David W. 1999. Psychology of Language, third edition. Pacific Grove: Brooks/Cole Publishing Company, pp. 183-187.