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- W144943357 abstract "Cognitive processing of instructional texts places special demands upon the recipient. The thematic macrostructure must be extracted through the formation of structural inferences. It is assumed that the formation of such structural inferences in listening to or reading an instructional text can be promoted differently due to the differences in the prerequisites for perception. An experimental study examined the effect of text accentuation measures upon the promotion of structural inferences. The effect of two variables was analysed: The original version of an instructional text from the Funkkolleg “The law” was compared against the same version in which the text - immanent macrostructure was highlighted with the aid of a signaling method. Both text versions were presented visually and orally. The promoting effect of the text accentuating measures was examined in terms of a presentation modus. Generally it was demonstrated that processing performance with written texts was significantly greater than with oral texts. The results specifically point out that signaling when used in texts for reading has a greater promoting effect than when used in texts for listening. The results suggest that the possibilities for the utilization of such structural aids as signaling with regard to listening are more limited or at least are different than on reading. The results make it obvious that when producing “written texts for reading” and “written texts for listening” one has to take into account the specific perception prerequisites for oral or visual presentation." @default.
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- W144943357 date "1985-01-01" @default.
- W144943357 modified "2023-10-14" @default.
- W144943357 title "Structural Inferences in Reading and Listening" @default.
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- W144943357 doi "https://doi.org/10.1016/s0166-4115(08)62739-9" @default.
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