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 | | There exists a multitude of models for the different facets (e.g., syntax, lexical disambiguation, inference, reference, etc.) of linguistic comprehension (or equivalently, "understanding"). |
 | | I view the expression, as opposed to the perception, of subject matter as a distinct problem that has more to do with the tasks of language generation ( Jacobs, 1987; Ward, 1988) and memory recall ( Baddeley, 1976; Kintsch, & van Dijk, 1978; van der Meer, 1987), which are not addressed here. |
 | | The acquisition of reading and interpretative skills ( Bertelson, 1987; Balota, Flores d'Arcais, & Rayner, 1990) is also ignored. |
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