Differences between the linguistic and visual modalities of narrative representation need to be accounted for when researching comprehension in visual narratives (Magliano et al., 2013).
Experimental research on comprehension has relied heavily on textoids, which are simple, improverished, experimentally-generated texts.
There is evidence that timelines enhance information recall [ 50], but social scientific research concerning comprehension is limited.
Heuristics derived from reading comprehension research are employed to obtain additional scoring features.
Although this is a widely adopted approach in L2 pragmatic comprehension research (e.g., Roever 2005, 2006; Taguchi 2008; Taguchi et al. 2013), it may not allow a precise understanding of the relationship between proficiency and pragmatic comprehension ability.
Given recent research linking movement, comprehension and retention (Kontra, Lyons, Fischer, & Beilock, 2015), and body and action to spatial cognition, the physical movements supported by TEIs may provide opportunities to incorporate physical movements into curricula.
The question remains whether the observed event-completion effect is a phenomenon based on online predictions or rather the result of backwards mapping, an effect known from text comprehension research (e.g., Potts, Keenan, & Golding, 1988).
This article reviews relevant findings from cognitive research on text comprehension, memory, and spatial cognition with the aim of describing how these concepts apply to the design and functionality of digital libraries.
This thematic series supports the present quality of natural organic matter research, whereby the comprehension of humic matter molecular nature and its bioactivity in the environment and in the agricultural domains is progressively expanding and conferring practical viability to humic matter applications.
