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dc.contributorWichita State University. Department of Counseling, Educational and School Psychologyen_US
dc.contributor.authorBohn-Gettler, Catherine M.en_US
dc.contributor.authorRapp, David N.en_US
dc.contributor.authorVan den Broek, Paulen_US
dc.contributor.authorKendeou, Panayiotaen_US
dc.contributor.authorWhite, Mary Janeen_US
dc.date.accessioned2019-05-15T17:33:10Z
dc.date.available2019-05-15T17:33:10Z
dc.date.issued2011-08en_US
dc.identifier21557002.0en_US
dc.identifier0357443en_US
dc.identifierT32-HD007151en_US
dc.identifier.citationMemory & cognition. 2011 Aug; 39(6): 992-1011.en_US
dc.identifier.issn1532-5946en_US
dc.identifier.issn0090-502Xen_US
dc.identifier.urihttp://hdl.handle.net/10057/4465
dc.identifier.urihttp://dx.doi.org/10.3758/s13421-011-0085-0en_US
dc.identifier.urihttp://hdl.handle.net/10057/16254
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractWhen reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does not indicate whether they spontaneously monitor these dimensions during reading experiences. In four experiments, we examined the processing of event shifts by adults and children, using both an explicit verb-clustering task and a reading time task. The results indicate that middle school children's and adults' post-reading memory is organized using these dimensions but that children do not monitor dimensions during moment-by-moment reading in the same manner as adults. These differences were not a function of differentially difficult texts for children and adults, or between-group differences. The findings have implications for models of adult and child text processing and for understanding children's developing narrative comprehension.en_US
dc.description.sponsorshipNICHD NIH HHSen_US
dc.format.extent992-1011en_US
dc.language.isoengen_US
dc.publisherSpringer (New York)en_US
dc.relation.ispartofseriesMemory & cognitionen_US
dc.relation.ispartofseriesMem Cogniten_US
dc.sourceNLMen_US
dc.subjectResearch Support, N.I.H., Extramuralen_US
dc.subjectResearch Support, Non-U.S. Gov'ten_US
dc.titleAdults' and children's monitoring of story events in the service of comprehensionen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.rights.holderCopyright © 2011 Psychonomic Societyen_US


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