processing more than a task providing only a semantic cue. However, the semantic cue alone was sufficient to increase integration in participants’ recall relative to a no-cue condition. Neither cue affected cross-text integration during moment-to-moment processing. This talk is in the Multiple Texts & Sources session, Wednesday, August 2nd, 11am-12:30pm. Previous Recipients of the Outstanding Young Scholar Award 2016: Juliane Richter 2015: Angela Nyhout 2014: Stephen Briner 2013: R. Smith 2012: Jesse R. Sparks 2011: Mike Mensink 2010 Jennifer J. Stiegler 2009: Michele Levine 2008: Patrick Jeuniaux 2007: Heather Ferguson 2006: Heather H. Mitchell 2005: not awarded 2004: Amelie Teisserenc 2003: Sabine Gueraud 2002: David N. Rapp 2001: Max Louwerse 2000: Steve Frisson 1999: Robertson 1998: Herb Colston 1997: Marie-Pilar Quintana Outstanding Scholar Award Committee Sid Horton (chair), Jason Braasch, Johanna Kaakinen, Chantel Pratt, & Paul van den Broek The Jason Albrecht Outstanding Young Scholar Award honors the memory of Jason Albrecht, a promising young text and discourse researcher who passed away in 1997. The award recognizes an outstanding paper based on a doctoral dissertation. 2017 Outstanding Student Paper Award Reese Butterfuss University of Minnesota-Twin Cities The Role of Inhibition in Reducing the Interference from Misconceptions During Reading (with Panayiota Kendeou) We explored whether inhibition was associated with the extent to misconceptions are reactivation and disrupt comprehension. We found that inhibition may be necessary to reduce the interference of misconceptions during reading, but only when texts do not refute and explain the target misconceptions. When texts refute and explain the target misconceptions, the
2017 ST&D Annual Meeting At-a-Glance Monday, July 31st Tuesday, August 1st Wednesday, August 2nd 8-11 am Conference Workshop (must be pre-registered) Conference Registration Wyeth A&B, Wyeth C 7:30-8:30 am – Breakfast 7:30-8:30 am – Breakfast 8:30-10:00am 8:30-10:00am Strategy Use Across Modalities Symposium 3 Wyeth A&B Reading Comprehension Wyeth C Cohesion/ Sentence Processing Wyeth A&B Narrative Inconsistencies Wyeth C 10:00-10:30 am – Break 10:00-10:30 am 11-12 pm Conference Registration & Break 10:30am-12:00 pm 10:30am-12:00pm Expository Text Processing A&B Individual Differences Wyeth C Misinformation Wyeth A&B Multiple & Sources Wyeth C 12:00-1:30 pm Opening Ceremony Distinguished Scientific Contribution Award Address Susan Goldman Wyeth C 12:00-1:30 pm Lunch [Governing Board Meeting] Hopper Room 12:00-1:30 pm Lunch [DP Editorial Board Meeting] Hopper Room 1:30-2:45 pm Computer-based Tutorial Dialogs: In Honor of Art Graesser Symposium 1 Wyeth C 1:30-2:30 pm Keynote Address Anne Wyeth C 1:30-2:30 pm Young Investigator Award Address Raymond Mar Wyeth C 2:45-3:00 pm – Break 2:30-2:45 pm – Break 2:30-2:45 pm – Break 3:00-4:30 pm 2:45-4:15 pm 2:45-4:15 pm What You Say and How you Say It Symposium 2 A&B Natural Language Processing Wyeth C Assessment Wyeth A&B Learning Technologies Wyeth C Metacognition/ Meta- comprehension Wyeth A&B Narrative Processing Wyeth C 4:30-4:45 pm – Break/Poster Setup 4:15-4:30 pm – Break/Poster Setup 4:15-4:30 pm – Break 4:45-6:15 pm 4:30-6 pm 4:30-7 pm Poster Session 1 Reception Poster Session 2 Reception Business Meeting Closing Reception
63 Eduardo Vidal-Abarca, Tomás Martínez, Antonio Ferrer and Arantxa García Searching, Elaboration On The Correct Response Or Elaboration On The Mistake: What Does It Work On Feedback? 64 Elsi Kaiser Purposeful Processing: Recognizing Unwarranted Explanations With and Without Contextual Help 65 Emily Smith, Christopher Williams and Edward O'Brien When Readers Rely on Source Credibility in Narrative Text 66 Kathryn E. Rupp, Dylan T. Blaum, Patricia S. Wallace and M. Anne Britt The Effects of Task Model Training on Students’ Understanding of Scientific Causal Explanations 67 Rebecca Adler, Meghan Salomon and David Rapp What happens when someone with a different political viewpoint provides inaccurate information? 68 Sarah Dean, Anne Cook and Edward O'Brien Reading Skill and Fantasy Text Comprehension 69 Yi Song, Patrick Houghton, Laura McCulla, Beata Beigman Klebanov and Binod Gyawali Strategies of Evaluating Policy Arguments 70 Alyson Collins, Micheal Sandbank and Esther Lindstrom Generalizability Theory to Examine Stability of Comprehension Assessments 71 Brianna Yamasaki and Chantel Prat Understanding the Nature of Interference and its Importance for Reading Skill 72 Gregory Trevors, Veronica Fleury and Panayiota Kendeou Pathways to Changing Misconceptions 73 Jessica Van Gilder and Panayiota Kendeou What matters more—the ‘literariness’ of a story, or what a reader thinks it is? Exploring the Influence of Genre Expectations on Transportation and Empathy 74 Liza van den Eliane Segers and Ludo Verhoeven Online Processing of Causal Relations in Beginning First and Second Language Readers 75 Minkyung Kim and Scott Crossley Linking Reading and Writing in First and Second Languages for Korean Learners of English: Moderation, Mediation, and Path Analyses 76 Tao-Hsing Chang, Yi-Ting Siao, Yao-Ting Sung and Hsueh-Chih Chen Using Emotional Collocations to Predict the Sentimental Polarity of Chinese Texts on Social Media 77 Tobias Richter and Ralph Radach Reading Trainings: Are They Effective? 78 Kathryn S. McCarthy, Tricia A. Guerrero, M. Kent, Laura K. Allen, Danielle S. McNamara, Chao, Jonathan Steinberg, Tenaha O'Reilly and John Sabatini Learning from Texts in a Scenario-Based Assessment: General and Topic-Specific Background Knowledge