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Graded and Ungraded Expectations: Examining Prediction Dynamics During Active Comprehension
Graded and Ungraded Expectations: Examining Prediction Dynamics During Active Comprehension
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105211
- ISBN
- 9798291563922
- DDC
- 153
- 저자명
- Lai, Melinh K.
- 서명/저자
- Graded and Ungraded Expectations: Examining Prediction Dynamics During Active Comprehension
- 발행사항
- [Sl] : University of Illinois at Urbana-Champaign, 2023
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- 형태사항
- 116 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: B.
- 주기사항
- Advisor: Federmeier, Kara D.
- 학위논문주기
- Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2023.
- 초록/해제
- 요약Language comprehension can be facilitated by the accurate prediction of upcoming words, but the precise mechanism of prediction is still largely not understood. A key aspect of prediction and its role within broader comprehension is that prediction is not ubiquitous, and multiple studies demonstrate that it fluctuates with several factors, such as literacy or age. Understanding the circumstances in which prediction can be reduced or promoted is therefore a critical step in uncovering its underlying mechanism and how it ultimately fits within the larger complex of comprehension. This thesis investigates these circumstances in four experiments that use event-related potentials (ERPs) to analyze participants' electrical brain activity during sentence comprehension. In Experiment 1, we attempt to promote prediction within participants by simply instructing them to do so. ERPs from an active prediction task were compared to a prior block where participants simply read similar items for comprehension. The results suggest that prediction processes are largely stable, but other message-building processes were enhanced. The rest of this thesis continues investigating the prediction mechanism while additionally probing whether predictions are broadly semantic or more lexically focused. In Experiment 2, participants read similar sentences for comprehension with the addition that some sentences ended with words that were synonymous with their predictions. Replicating prior work, the addition of these related endings reduces some prediction patterns while enhancing other comprehension processes. Experiment 3 promotes engagement of prediction processes with a lexical decision task which implicitly promoted prediction as a strategy for more efficient word identification. In Experiment 4, we attempt to explicitly promote prediction by presenting the sentences of Experiment 2 within the paradigm of Experiment 1 and find that message-building processes are once again prioritized without modulating prediction signals.
- 일반주제명
- Cognitive psychology
- 일반주제명
- Psychology
- 키워드
- Prediction
- 기타저자
- University of Illinois at Urbana-Champaign Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■0820 ▼a153
■1001 ▼aLai, Melinh K.
■24510▼aGraded and Ungraded Expectations: Examining Prediction Dynamics During Active Comprehension
■260 ▼a[Sl]▼bUniversity of Illinois at Urbana-Champaign▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a116 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: B.
■500 ▼aAdvisor: Federmeier, Kara D.
■5021 ▼aThesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2023.
■520 ▼aLanguage comprehension can be facilitated by the accurate prediction of upcoming words, but the precise mechanism of prediction is still largely not understood. A key aspect of prediction and its role within broader comprehension is that prediction is not ubiquitous, and multiple studies demonstrate that it fluctuates with several factors, such as literacy or age. Understanding the circumstances in which prediction can be reduced or promoted is therefore a critical step in uncovering its underlying mechanism and how it ultimately fits within the larger complex of comprehension. This thesis investigates these circumstances in four experiments that use event-related potentials (ERPs) to analyze participants' electrical brain activity during sentence comprehension. In Experiment 1, we attempt to promote prediction within participants by simply instructing them to do so. ERPs from an active prediction task were compared to a prior block where participants simply read similar items for comprehension. The results suggest that prediction processes are largely stable, but other message-building processes were enhanced. The rest of this thesis continues investigating the prediction mechanism while additionally probing whether predictions are broadly semantic or more lexically focused. In Experiment 2, participants read similar sentences for comprehension with the addition that some sentences ended with words that were synonymous with their predictions. Replicating prior work, the addition of these related endings reduces some prediction patterns while enhancing other comprehension processes. Experiment 3 promotes engagement of prediction processes with a lexical decision task which implicitly promoted prediction as a strategy for more efficient word identification. In Experiment 4, we attempt to explicitly promote prediction by presenting the sentences of Experiment 2 within the paradigm of Experiment 1 and find that message-building processes are once again prioritized without modulating prediction signals.
■590 ▼aSchool code: 0090.
■650 4▼aCognitive psychology
■650 4▼aPsychology
■653 ▼aPrediction
■653 ▼aLanguage comprehension
■653 ▼aAnterior positivity
■653 ▼aFrontal negativity
■690 ▼a0633
■690 ▼a0621
■71020▼aUniversity of Illinois at Urbana-Champaign▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g87-03B.
■790 ▼a0090
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359770▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
