The indicators that construct discourse coherence in monologic speech in children: A psycholinguistic study from the Representational Theory of Segmented Discourse
- Juan Carlos Tordera Yllescas Universitat de València https://orcid.org/0000-0002-6297-4180
Abstract
SDRT is a dynamic semantic-pragmatic theory which includes among its fundamental concepts the rhetorical relations. Moreover, in this theory, connectors and anaphoric resolution explicitly play an important role. Implicitly, The working memory is referred to because it is a dynamic theory and therefore requires updating, expanding and/or correcting what has been said. According to SDRT, discourse construction is carried out according to an axiomatic principle: the Maximum of Discursive Coherence (MCD). This principle guides the construction of the textual hierarchy (the rhetorical relations established), the anaphoric resolution, the type of connectors used and the updating of the discourse. Despite its importance, the truth is that, to date, its plausibility has not been demonstrated. In this paper, based on a child population, which should apply this principle innately or, at least, uneducated, a structural equation model (SEM) has been carried out in order to confirm the credibility of the SDRT.
Downloads
References
Albelda Marco, M., Briz Gómez, A., Cabedo Nebot, A.; Estellés Arguedas, M., González, V., Hidalgo Navarro, A., Llopis, A., Padilla, X., Pérez, M., Pons Bordería, S., Ruiz Gurillo, L., Sanmartín Sáez, J., Montañez Mesas, M.P., Kotwica, D., Villalba Ibáñez, C., López-Navarro Vidal, E., Company, S., Pascual Aliaga, E., Salameh, S., Soler, A. y Uclés Ramada, G. (2014). Las unidades del discurso oral. La propuesta Val. Es. Co. de segmentación de la conversación (coloquial). Estudios de Lingüística del Español 35, 13-73.
Almor, A., Kempler, D., MacDonald, M. C., Andersen, E. S., y Tyler, L. K. (1999). Why do Alzheimer patients have difficulty with pronouns? Working memory, semantics, and reference in comprehension and production in Alzheimer's disease. Brain and language, 67(3), 202-227. https://doi.org/10.1006/brln.1999.2055
Ahmed, Y., Francis, D. J., York, M., Fletcher, J. M., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology 44–45, 68 – 82. http://dx.doi.org/10.1016/j .cedpsych.2016.02.002
Ariel, M. (2001). Accessibility Theory: an overview. En T. Sanders, J. Schilperoord y W. Spooren (eds.). Text Representation: Linguistic and Psycholinguistic Aspects (pp. 29-89), John Benjamins.
Asher, N. (1998). Discourse Structure and the Logic of Conversation. First Workshop on Non-narrative Text Structure. Elsevier: 1-28. http://www.utexas.edu/cola/depts/philosophy/faculty/asher/.../DSLC.ps.
Asher, N. (2000). Events, facts, propositions, and evolutive anaphora. En J. Higginbotham, F. Pianesi & A. Varzi (eds.), Speaking of events (pp. 123-150). Oxford University Press.
Asher, N., y Lascarides, A. (2003). Logics of conversation. Cambridge University Press.
Asher, N., y Lascarides, A. (2008). Segmented Discourse Representation Theoty: Dynamic Semantics with Discourse Structure. En Harry Bunt y Reinhard Muskens (eds.), Computing Meaning (pp. 87-124). Springer.
Austin, John L. (1962). How to do things with words. Oxford University press.
Baadte, C., y Dutke, S. (2013). Learning about persons: The effects of text structure and executive capacity on conceptual change. European Journal of Psychology of Education, 28(3), 1045-1064. https://doi.org/10.1007/s10212-012-0153-2
Baddeley, A. (2000) The episodic buffer: a new component of working memory? Trends in cognitive sciences 4(11), 417-423. https://doi.org/10.1016/s1364-6613(00)01538-2
Baddley, A. (2006). Working Memory: Overview. En S. J. Pickering (ed.), Working memory and education (pp. 1–31), Academic press. https://doi.org/10.1016/B978-012554465-8/50003-X
Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual review of psychology, 63, 1-29. https://doi.org/10.1146/annurev-psych-120710-100422
Batista Foguet, J. M. y Coenders Gallart, G. (2012). Modelos de ecuaciones estructurales. Arco-Libros.
Bloom, L., Lahey, M., Hood, L., Lifter, K., y Fiess, K. (1980). Complex Sentences: Acquisition of Syntactic Connectives and the Semantic Relations they Encode, Journal of Child Language, 7: 226–235. https://doi.org/10.1017/s0305000900002610
Borzone, A. M. (2005). La resolución de anáforas en niños: incidencia de la explicitud y de la distancia. Interdisciplinaria, 22(2), 155-182. http://www.scielo.org.ar/scielo.php?pid=S1668-70272005000200003&script=sci_arttext&tlng=en
Bower, G. H., y Morrow, D. G. (1990). Mental Models in Narrative Comprehension. Science, 247, 44–48. https://doi.org/10.1126/science.2403694
Briz, Antonio (1996). El español coloquial: Situación y uso. Arco-Libros.
Briz, Antonio y Grupo Val.Es.Co. 2003. La estructura de la conversación coloquial: unidades y estructura, Actas del XXIII Congreso Internacional de Lingüística y Filología Románica, 100-120. Tübingen: Max Niemeyer Verlag.
Cain, K., y Nash, H. M. (2011). The Influence of Connectives on Young Readers’ Processing and Comprehension of Text, Journal of Educational Psychology, 103(2): 429–441. https://doi.org/10.1037/a0022824
Cain, K., y Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489 –503. http://dx.doi.org/10.1023/A:1008084120205
Carlson, L. y Marcu, D. (2001): Discourse Tagging Reference Manual. ISI Technical Report, ISI-TR-545. Los Ángeles: University of Southern California. ftp://128.9.176.20/isi-pubs/tr-545.pdf
Cortés, L. (2012). Los límites del discurso: condicionantes y realizaciones. Clac 51, 3-49. https://recyt.fecyt.es/index.php/CLAC/article/view/19420
Coulthard, M. y Brazil, D. (1981). Exchange structure. En Coulthard y Montgomery (eds.), Studies in Discourse, 82-106. Routledge.
Cromley, J. G., y Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99, 311–325. http://dx.doi.org/10.1037/0022- 0663.99.2.311
Cromley, J. G., Snyder-Hogan, L. E., y Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 102, 687–700. http://dx.doi.org/10.1037/a0019452
da Rosa Piccolo, L., y Salles, J. F. (2013). Vocabulário e memória de trabalho predizem desempenho em leitura de crianças. [Vocabulary and working memory predict reading performance of children] Psicologia: Teoria e Prática, 15(2), 180-191. https://doi.org/10.11606/d.17.2014.tde-26072014-123627
Dik, S. C. (1997). The Theory of Functional Grammar I. Part 1 The Structure of the Clause. Mouton de Gruyter.
Duque, E. (2014a). La construcción del discurso en la comunicación política: Análisis lingüístico de los discursos de Esperanza Aguirre (tesis doctoral). Universidad Complutense de Madrid.
Duque, E. (2014b). Organización de unidades en el desarrollo del discurso político. Estudios de Lingüística del Español 35, 72-93. https://doi.org/10.36950/elies.2014.35.8710
Duque, E. (2016): Las relaciones del discurso. Arco-Libros.
Duque, E. (2020). Neuter pronoun ello and discourse verbs in Spanish. Journal of Pragmatics 155, 273-285. https://doi.org/10.1016/j.pragma.2019.09.006
Duque, E. (2022). Gramática y Estudios del discurso. En Carmen López Ferrero, Isolda E. Carranza y Teun A. van Dijk (ed.), Estudios del discurso: The Routledge Handbook of Spanish Language Discourse Studies (pp. 143-156). Routledge/Taylor & Francis Group.
Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761–781. https://doi.org/10.1037/edu0000180
Ericsson, K. A., y Kintsch, W. (1995). Long-term working memory. Psychological review, 102(2), 211-245. https://doi.org/10.1037/0033-295X.102.2.211
French, L., y O´Brien, I. (2008). Phonological Memory and Children’s Second Language Grammar Learning, Applied Psycholinguistics 29: 463–487. https://doi.org/10.1017/s0142716408080211
Fuentes Rodríguez, C. (2013). La gramática discursiva: niveles, unidades y planos de análisis. Cuadernos de AISPI 2, 930. https://doi.org/10.14672/2.2013.1061
Fuentes Rodríguez, C. (2017). Macrosintaxis y lingüística pragmática. CLAC, 71, 5-34. https://revistas.ucm.es/index.php/CLAC/issue/view/3163
Gana, Kamel y Broc, Guillaume (2019). Structural equation modeling with lavaan. John Wiley & Sons.
Garnham, A. (2000). Mental models and the interpretation of anaphora. Psychology Press.
Garrido Medina, J. (2003): Relevance versus connection: Discourse and text as units of analysis. Círculo de lingüística aplicada a la comunicación, 13, pp. 13-22. https://revistas.ucm.es/index.php/CLAC/article/download/88431/4564456564109
Garrido Medina, J. (2007a): Construcción de discurso en noticias de prensa. Revista Española de Lingüística, 37, pp. 139-168. http://revista.sel.edu.es/index.php/revista/article/view/1958
Garrido Medina, J. (2007b): Relaciones de discurso. Pandora: revue d'etudes hispaniques, 7, pp. 305-332
Garrido Medina, J. (2017). Segmentación del discurso e interacción. Círculo de Linguística Aplicada a la Comunicación 71, 35.
Garrido Medina, J. (2019). Estructura del discurso. En Emilio Ridruejo (ed.) Manual de lingüística española, 353-378. Berlín. De Gruyter.
Garrod, S. y Sanford, A. (1995). Incrementality in discourse understanding. En D. Milward y P. Sturt (ed.) Incremental Interpretation (pp. 99-122), Centre for Cognitive Science (University of Edinburg).
Gernsbacher, M. A. (1990). Language Comprehension as Structure Building. Erlbaum.
Glenberg, A. M., Meyer, M., y Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69–83. https://doi.org/10.1016/0749-596x(87)90063-5
Grupo Val.Es.CO. (2014). Las unidades del discurso oral: la propuesta Val.Es.Co. de segmentación de la conversación (coloquial). Estudios de Lingüística del Español 35(1), 11-71.
Gutiérrez Ordóñez, Salvador (2016): Relaciones y funciones en sintaxis y macrosintaxis. En López, Araceli, Antonio Narbona y Santiago del Rey, (dirs.), El español a través del tiempo. Estudios ofrecidos a Rafael Cano Aguilar, volumen I, Sevilla: Universidad de Sevilla, 515-539.
Hobbs, J. R. (1979). Coherence and coreference. Cognitive science, 3(1), 67-90. https://doi.org/10.1207/s15516709cog0301_4
Jackson-Maldonado, D., y Maldonado, R. (2016a). Introducción: Conectores oracionales en narraciones infantiles en niños típicos y atípicos. Lingüística Mexicana, 8 (2), 1-7. http://www.amla.org.mx/wp-content/uploads/2014/02/Intro_06.pdf
Jackson-Maldonado, D., y Maldonado, R. (2016b). El uso de conectores oracionales en niños con y sin trastorno del lenguaje. Lingüística Mexicana, 8 (2), 33-55. https://www.amla.org.mx/wp-content/uploads/2014/02/Maldonado_05.pdf
Johnson-Laird, P. N. (1983). Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness. Cambridge University Press.
Kaderavek, J. N., y Sulzby, E. (2000). Narrative Production by Children with and without Specific Language Impairment. Oral narratives and Emergent Readings, Journal of Speech, Language, and Hearing Research 43(1): 34-49. https://doi.org/10.1044/jslhr.4301.34
Kamp, H. y Reyle, U. (1993). From Discourse to Logic. Kluwer Academic Publishers.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological review, 95(2), 163. https://doi.org/10.1016/s0166-4115(08)61551-4
Kintsch, W. (2018). Revisiting the construction—integration model of text comprehension and its Implications for Instruction. En Alvervamann, D.E., Unrau, N.J., Ruddell, R., Theoretical models and processes of literacy (pp. 805-839). Routledge.
Kintsch, W. y Van Dijk, T. A. (1978a). Cognitive psychology and discourse: Recalling and summarizing stories. Current trends in textlinguistics (pp. 61-80). De Gruyter.
Kintsch, W. y Van Dijk, T. A. (1978b). Toward a model of text comprehension and production. Psychological review 85(5), 363. https://doi.org/10.1037/0033-295X.85.5.363
Kintsch, W., Patel, V.L., Ericsson, K. A. (1999). The role of long-term working memory in text comprehension, Psychologia, 42, 186-198. https://psycnet.apa.org/record/2000-03223-001
Klem, L. (2000). Structural equation modeling. En L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding MORE multivariate statistics (pp. 227–260). American Psychological Association.
Kofler, M. J., Wells, E. L., Singh, L. J., Soto, E. F., Irwin, L. N., Groves, N. B., Chan, E. S. M., Miller, C. E., Richmond, K. P., Schatschneider, C., y Lonigan, C. J. (2020). A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD. Journal of Consulting and Clinical Psychology, 88(8), 738-756. https://doi.org/10.1037/ccp0000550
Kolhatkar, V., Roussel, A., Dipper, S., y Zinsmeister, H. (2018). Anaphora with non-nominal antecedents in computational linguistics: A survey. Computational Linguistics, 44(3), 547-612. https://doi.org/10.1162/coli_a_00327
Levinson, S. C. (2000). Presumptive meanings: The theory of generalized conversational implicature. MIT press.
Liles, B. Z. (1985). Cohesion in the narratives of normal and language-disordered children, Journal of Speech, Language, and Hearing Research, 28(1): 123-133. https://doi.org/10.1044/jshr.2801.123
Liles, B. Z., Duffy, R. J., Merritt, D. y Purcell, S. L. (1995). Measurement of Narrative Discourse Ability in Children with Language Disorders, Journal of Speech, Language, and Hearing Research, 38(2): 415-425. https://doi.org/10.1044/jshr.3802.415
Loaiciga Sanchez, S. (2017). Pronominal anaphora and verbal tenses in machine translation (Tesis Doctoral). University of Geneva.
Mann, W. C. y Thompson, S. A. (1987): Rhetorical Structure Theory: a framework for the analysis of texts, Papers in Pragmatics, 1, 79-105.
Mann, W. C. y Thompson, S. A. (1988): Rhetorical Structure Theory: Toward a Functional Theory of Text Organization. Text, 8 (3), pp. 243-281.
MacDonald, M., y MacWhinney, B. (1990). Measuring inhibition and facilitation from pronouns. Journal of Memory and Language, 29, 469-492. https://doi.org/10.1016/0749-596x(90)90067-a
Martín, J., Cortés, J. A., Morente, M., Caboblanco, M., Garijo, J., y Rodríguez, A. (2004). Características métricas del cuestionario de calidad de vida profesional (CVP-35). Gaceta Sanitaria, 18(2), 129-136. http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S0213-91112004000200008&lng=es
Martínez García, J. S. (2014). Clase obrera, género y éxito educativo: inteligencia, expectativas y didáctica. Revista de Sociología de la Educación-RASE, 7(2), 449-467. https://ojs.uv.es/index.php/RASE/article/view/8781
McElree, B., Foraker, S., y Dyer, L. (2003). Memory structures that subserve sentence comprehension. Journal of Memory and Language, 48, 67–91. https://doi.org/10.1016/S0749-596X(02)00515-6
McKoon, G., y Ratcliff, R. (1980). The comprehension processes and memory structures involved in anaphoric reference. Journal of Verbal Learning and Verbal Behavior, 19(6), 668-682. https://doi.org/10.1016/s0022-5371(80)90355-2
Montague, R. (1973 [2002]). The Proper Treatment of Quantification in the Ordinary English. En Paul Portner & Barbara H. Partee, Formal Semantics (pp. 17-34). Blackwell Publishing.
Montague, R. (1974 [1977]). Ensayos de filosofía formal. Alianza.
Myers, J. L., y O'Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse processes, 26(2-3), 131-157. https://doi.org/10.1080/01638539809545042
Oakhill, J. V. (1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54, 31– 39. http://dx.doi.org/10.1111/j.2044-8279.1984.tb00842.x
Oakhill, J. V., & Patel, S. (1991). Can imagery training help children who have comprehension problems? Journal of Research in Reading, 14, 106–115. http://dx.doi.org/10.1111/j.1467-9817.1991.tb00012.x
Peterson, C. y McCabe, A. (1987). The Connective ‘and’: Do Older Children Use it Less as They Learn other Connectives?, Journal of Child Language, 14: 375-381. https://doi.org/10.1017/s0305000900012988
Pons Bordería, S. (2004). Conceptos y aplicaciones de la Teoría de la Relevancia. Arco-Libros.
Portella, M. J., Bars, M., Rami González, L., Navarro Odriozola, V., Gastó Ferrer, C., y Salamero, M. (2003). 'Torre de Londres': planificación mental, validez y efecto techo. Revista de Neurología, 37, 210-213. https://doi.org/10.33588/rn.3703.2003156
Prasad, R., Dinesh, N., Lee, A., Joshi, A., y Webber, B. (2007). Attribution and its annotation in the Penn Discourse TreeBank, Traitement Automatique des Langues, Special Issue on Computational Approaches to Document and Discourse, 47(2), 1-8. https://www.atala.org/index.php/content/tal_47_2_2
Prasad, R., Dinesh, N., Lee, A., Miltsakaki, E., Robaldo, L., Joshi, A. y Webber, B. (2008). The Penn Discourse TreeBank 2.0, Proceedings of the 6th International Conference on Language Resources and Evaluation (LREC 2008), https://aclanthology.org/L08-1093/
Prasad, R., Joshi, A. y Webber, B. (2010). Realization of Discourse Relations by Other Means: Alternative Lexicalizations, Proceedings of the 23rd International Conference on Computational Linguistics (COLING 2010), Pekín, https://dl.acm.org/doi/10.5555/1944566.1944684
Purcell, S. L. y Liles, B. Z. (1992). Cohesion Repairs in the Narratives of normal-language and Language-disordered School-age Children, Journal of Speech, Language, and Hearing Research 35(2): 354-362. https://doi.org/10.1044/jshr.3502.354
Rapp, D. N., y Taylor, H. A. (2004). Interactive dimensions in the construction of mental representations for text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(5), 988. https://doi.org/10.1037/0278-7393.30.5.988
Renkema, J. (2009): The texture of discourse: Towards an outline of connectivity theory. Amsterdam: John Benjamins.
Roulet, E. (1981). Échanges, interventions et actes de langage dans la structure de la conversation, Études de Linguistique Appliquée 44, 7-39.
Roulet, E. (1991). Vers une approche modulaire de l’analyse du discours, Cahiers de Linguistique Française 12, 53-81.
Roulet, E. (1997). A modular approach to discourse structures, Pragmatics 7(2), 125-146.
Roulet, E. (2000). Un modèle et un instrument d’analyse de la complexité de 1’organisation du discours, en J. J. de Bustos (coord.), Lengua, discurso, texto (I Simposio Internacional de Análisis del Discurso, 133-158. Visor.
Roulet, E. Auchlin, A., Moeschler, J., Rubattel, C. y Roulet, E. (1985). L’articulation du discours en français contemporain. Peter Lang.
Sacks, H., Schegloff, E. A. y Jefferson, G. (1974). A Symplest Systematics for the Organization of Turn-Taking for conversation, Language 50(4), 696-735.
Sanders, T. (1997). Semantic and pragmatic source of coherence: On the categorization of coherence relations in context. Discourse Processes, 24, pp. 119-148. https://doi.org/10.1080/01638539709545009
Sanders, T. J., y Gernsbacher, M. A. (2004). Accessibility in text and discourse processing. Discourse Processes, 37(2), 79-89. https://doi.org/10.4324/9781315046105-1
Sanders, T., Spooren, W. y Noordman, L. (1992). Toward a Taxonomy of Coherence Relations. Discourse Processes, 15, 1-35. https://doi.org/10.1080/01638539209544800
Sanders, T., Schilperoord, J. y Spooren, W. (eds.) (2001). Text Representation: Linguistic and Psycholinguistic aspects. John Benjamins.
Schegloff, E. A. (1987). Recycled turn beginnigs: A precise repair mechanism in conversation’s turn-taking organisation. En G. Button y R. E. J. Lee (eds.) Talk and Social Organisation (pp. 70-85) Clevendon Philadelphie.
Searle, J. R. (1969). Speech acts. Londres: Cambridge University Press.
Shapiro, L. R., y Hudson, J. A. (1997). Coherence and Cohesion in Children’s Stories. En J. Costermans y M. Fayol (eds.). Processing Interclausal relationships: Studies in the Production and Comprehension of Text (pp. 23–48). Erlbaumm.
Tordera Yllescas, J. C. (2019). Las relaciones de interdependencia y la anáfora de sentido. En Ferran Robles i Sabater y Pau Bertomeu-Pi (ed.), La construcción del discurso en español y catalán/La construcció del discurs en espanyol i català. Buske,131-141.
Tordera Yllescas, J. C. (2021). La evolución de las relaciones retóricas y de la anáfora en niños hispanohablantes. Lengua y Habla, (25), 268-294.
Unrau, N. J., Alvermann, D. E., y Sailors, M. (2018). Literacies and their investigation through theories and models. En Alvervamann, D.E., Unrau, N.J., Ruddell, R., Theoretical models and processes of literacy (pp. 3-34). Routledge.
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic press. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.5491&rep=rep1&type=pdf
Vila-Chaves, J., Gutiérrez-Martínez, F., y García-Madruga, J. A. (2021). Is the episodic buffer of Baddeley’s model independent of the central executive? A new measure of the episodic buffer. Anales De Psicología, 37(2), 378-392. https://doi.org/10.6018/analesps.344391
Webber, B., Stone, M., Joshi, A., y Knott, A. (2003). Anaphora and Discourse Structure, Computational Linguistics, 29 (4): 545–587. https://doi.org/10.1162/089120103322753347
Wolf, F. y Edward G. (2006): Coherence in natural language: Data Structures and Applications. Cambridge, Massachusetts: MIT Press.
Yuill, N., y Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge University Press.
Zhao, X., Li, H., Jin, G., Li, S., Zhou, A., Liang, W., Guo, H., y Cai, Y. (2020). Effects of phonological memory and central executive function on decoding, language comprehension of children in different grades. Acta Psychologica Sinica, 52(4), 469-484. https://psycnet.apa.org/record/2020-47003-006
Article download
Crossmark
License
In order to support the global exchange of knowledge, the journal Círculo de Lingüística Aplicada a la Comunicación is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
