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  1. (1 other version)Modeling knowledge‐based inferences in story comprehension.Stefan L. Frank, Mathieu Koppen, Leo G. M. Noordman & Wietske Vonk - 2003 - Cognitive Science 27 (6):875-910.
    A computational model of inference during story comprehension is presented, in which story situations are represented distributively as points in a high‐dimensional “situation‐state space.” This state space organizes itself on the basis of a constructed microworld description. From the same description, causal/temporal world knowledge is extracted. The distributed representation of story situations is more flexible than Golden and Rumelhart's [Discourse Proc 16 (1993) 203] localist representation.A story taking place in the microworld corresponds to a trajectory through situation‐state space. During the (...)
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  • Constructing inferences during narrative text comprehension.Arthur C. Graesser, Murray Singer & Tom Trabasso - 1994 - Psychological Review 101 (3):371-395.
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  • The role of knowledge in discourse comprehension: A construction-integration model.Walter Kintsch - 1988 - Psychological Review 95 (2):163-182.
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  • (1 other version)Modeling knowledge‐based inferences in story comprehension.Stefan L. Frank, Mathieu Koppen, Leo G. M. Noordman & Wietske Vonk - 2003 - Cognitive Science 27 (6):875-910.
    A computational model of inference during story comprehension is presented, in which story situations are represented distributively as points in a high‐dimensional “situation‐state space.” This state space organizes itself on the basis of a constructed microworld description. From the same description, causal/temporal world knowledge is extracted. The distributed representation of story situations is more flexible than Golden and Rumelhart's [Discourse Proc 16 (1993) 203] localist representation.A story taking place in the microworld corresponds to a trajectory through situation‐state space. During the (...)
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  • Inference during reading.Gail McKoon & Roger Ratcliff - 1992 - Psychological Review 99 (3):440-466.
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  • “Let’s work together”: What do infants understand about collaborative goals?Annette M. E. Henderson & Amanda L. Woodward - 2011 - Cognition 121 (1):12-21.
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  • (3 other versions)Causal learning: psychology, philosophy, and computation.Alison Gopnik (ed.) - 2007 - New York: Oxford University Press.
    Five studies investigated (a) children’s ability to use the dependent and independent probabilities of events to make causal inferences and (b) the interaction between such inferences and domain-specific knowledge. In Experiment 1, preschoolers used patterns of dependence and independence to make accurate causal inferences in the domains of biology and psychology. Experiment 2 replicated the results in the domain of biology with a more complex pattern of conditional dependencies. In Experiment 3, children used evidence about patterns of dependence and independence (...)
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  • (2 other versions)Reading between the lines: The activation of background knowledge during text comprehension.Fernando Marmolejo-Ramos, María Rosa Elosúa de Juan, Pascal Gygax, Carol Madden & Santiago Mosquera Roa - 2009 - Pragmatics and Cognition 17 (1):77-107.
    This paper presents an overview of the activation of background knowledge during text comprehension. We first review the cognitive processes involved in the activation of inferences during text comprehension, stressing the interaction between text and reader in the construction of situation models. Second, we review evidence for embodied theories of cognition and discuss how this new framework can inform our understanding of the nature and role of background knowledge. We then review the neuropsychological data on the activation of background knowledge (...)
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