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<?xml version="1.0" encoding="utf-8"?>
<search>
<entry>
<title>#Joe Magliano, Ph.D: College Mastery: Elevating Reading and Critical Thinking | Raising Parents@https://www.youtube.com/watch?v=lzxiftt6I6Y</title>
<link href="/2023/12/21/Joe-Magliano-Ph-D-College-Mastery-Elevating-Reading-and-Critical-Thinking-Raising-Parents-https-www-youtube-com-watch-v-lzxiftt6I6Y/"/>
<url>/2023/12/21/Joe-Magliano-Ph-D-College-Mastery-Elevating-Reading-and-Critical-Thinking-Raising-Parents-https-www-youtube-com-watch-v-lzxiftt6I6Y/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Podcast appearances </tag>
</tags>
</entry>
<entry>
<title>Gal Kaldes won the X from the American Educational Research Association</title>
<link href="/2023/05/19/Gal-Kaldes-won-the-X-from-the-American-Educational-Research-Association/"/>
<url>/2023/05/19/Gal-Kaldes-won-the-X-from-the-American-Educational-Research-Association/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Recent awards and accolades </tag>
</tags>
</entry>
<entry>
<title>#Joe Magliano was made a fellow of the Society for the Cogntive Studies of Moving Images@https://scsmi-online.org/membership</title>
<link href="/2023/05/19/Joe-Magliano-was-made-a-fellow-of-the-Society-for-the-Cogntive-Studies-of-Moving-Images-https-scsmi-online-org-membership/"/>
<url>/2023/05/19/Joe-Magliano-was-made-a-fellow-of-the-Society-for-the-Cogntive-Studies-of-Moving-Images-https-scsmi-online-org-membership/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Recent awards and accolades </tag>
</tags>
</entry>
<entry>
<title>#Breaking News—Is it Fake or Real?@https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201706/breaking-news-is-it-fake-or-real</title>
<link href="/2017/06/06/Breaking-News%E2%80%94Is-it-Fake-or-Real-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201706-breaking-news-is-it-fake-or-real/"/>
<url>/2017/06/06/Breaking-News%E2%80%94Is-it-Fake-or-Real-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201706-breaking-news-is-it-fake-or-real/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Blog articles </tag>
</tags>
</entry>
<entry>
<title>#The Tyranny of Film@https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201607/the-tyranny-film</title>
<link href="/2016/07/27/The-Tyranny-of-Film-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201607-the-tyranny-film/"/>
<url>/2016/07/27/The-Tyranny-of-Film-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201607-the-tyranny-film/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Blog articles </tag>
</tags>
</entry>
<entry>
<title>#What College Students Need to Succeed@https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201603/what-college-students-need-succeed</title>
<link href="/2016/03/28/What-College-Students-Need-to-Succeed-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201603-what-college-students-need-succeed/"/>
<url>/2016/03/28/What-College-Students-Need-to-Succeed-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201603-what-college-students-need-succeed/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Blog articles </tag>
</tags>
</entry>
<entry>
<title>#Can Your Kids Handle the Reading Load at College?@https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201509/can-your-kids-handle-the-reading-load-college</title>
<link href="/2015/09/14/Can-Your-Kids-Handle-the-Reading-Load-at-College-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201509-can-your-kids-handle-the-reading-load-college/"/>
<url>/2015/09/14/Can-Your-Kids-Handle-the-Reading-Load-at-College-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201509-can-your-kids-handle-the-reading-load-college/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Blog articles </tag>
</tags>
</entry>
<entry>
<title>#How Filmmakers Get Us to Root for Creeps@https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201307/how-filmmakers-get-us-root-creeps</title>
<link href="/2013/07/09/How-Filmmakers-Get-Us-to-Root-for-Creeps-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201307-how-filmmakers-get-us-root-creeps/"/>
<url>/2013/07/09/How-Filmmakers-Get-Us-to-Root-for-Creeps-https-www-psychologytoday-com-us-blog-the-wide-wide-world-psychology-201307-how-filmmakers-get-us-root-creeps/</url>
<content type="html"><![CDATA[]]></content>
<tags>
<tag> Blog articles </tag>
</tags>
</entry>
<entry>
<title>Virginia</title>
<link href="/people/virginia.html"/>
<url>/people/virginia.html</url>
<content type="html"><![CDATA[<p>Coming soon!</p>]]></content>
</entry>
<entry>
<title>Home</title>
<link href="/index.html"/>
<url>/index.html</url>
<content type="html"><![CDATA[<style>/* .link { color: #eae6da !important; text-decoration: none !important; border-bottom: none !important;}.link:hover { font-weight: bold !important;} */#head { transition: transform .5s ease-in-out;}#head:hover { transform: rotate(180deg);}#head-box { max-width: 15rem; max-height: 15rem; display: flex; align-items: flex-end}.research-card { border-left: 4px solid #eae6da; /* 左侧蓝线 */ padding-left: 15px; /* 文字离线的距离 */ margin-bottom: 20px; /* 段落间距 */ background: #fafafa; /* 极淡的灰背景，可选 */ padding-top: 10px; padding-bottom: 10px; border-radius: 0 2px 2px 0; /* 右侧圆角 */ transition: all 0.3s cubic-bezier(0.25, 0.8, 0.25, 1); /* 平滑过渡 */ box-shadow: 0 1px 3px rgba(0,0,0,0.05); /* 初始轻微阴影 */}/* 鼠标悬停效果 */.research-card:hover { transform: translateY(-5px) translateX(5px); /* 轻微上浮和右移 */ box-shadow: 5px 15px 25px rgba(0,0,0,0.1); /* 投影加深 */ background: #ffffff; /* 背景变亮 */ border-left-color:rgb(255, 0, 0); /* 边框颜色变更为活力橙，呼应主题 */ border-left-width: 6px; /* 边框变宽 */}.card-title { font-weight: bold; display: block; /* 让 First 独占一行，更清晰 */ margin-bottom: 5px; color: #444; text-transform: uppercase; /* 全大写显得更正式 */ font-size: 0.85rem; letter-spacing: 1px; transition: color 0.3s ease;}.research-card:hover .card-title { color:rgb(255, 0, 0); /* 标题颜色也随之改变 */}</style><!-- <div style="border-radius: 5px; background-color:black; overflow: hidden; height:auto;"> <img style='margin:0; max-width: 100%;' src="https://netcommunity.gsu.edu/view.image?Id=3002" alt="Lab"></img></div> --><!-- # Media Comprehension Laboratory --><h4 id="The-Media-Comprehension-Lab-is-directed-by-Joe-Magliano-which-studies-three-areas-of-research"><a href="#The-Media-Comprehension-Lab-is-directed-by-Joe-Magliano-which-studies-three-areas-of-research" class="headerlink" title="The Media Comprehension Lab is directed by Joe Magliano, which studies three areas of research:"></a>The Media Comprehension Lab is directed by <a href="https://education.gsu.edu/profile/joe-magliano/">Joe Magliano</a>, which studies three areas of research:</h4><div class="research-card"> <span class="card-title">TOPIC 1</span> we experience information across a variety of media, such as texts, comics, and TV/Movies. We study how adults make sense of different media and what is common and unique about those experiences. </div><div class="research-card"> <span class="card-title">TOPIC 2</span> adults vary in many ways that help them become successful with processing media. This variability has implications for being prepared for college, the work force, and lifelong learning. We study what makes adults ready to make sense of media in these contexts.</div><div class="research-card"> <span class="card-title">TOPIC 3</span> we learn about how adults make sense of media by having them write or talk about their understanding texts, comics, or movie/tv shows, which are called constructed responses. We use computational methodologies to make sense of constructed responses to learn about how they make sense of different media.</div>]]></content>
</entry>
<entry>
<title>Research</title>
<link href="/research/index.html"/>
<url>/research/index.html</url>
<content type="html"><![CDATA[<h1 id="Research-Projects"><a href="#Research-Projects" class="headerlink" title="Research Projects"></a><strong>Research Projects</strong></h1><details style="margin: auto;"> <summary style="font-size:2rem"><b>Comprehension of media</b></summary><p><strong><em>Scene Perception and Event Cognition Theory (SPECT)</em>. When we experience visual narratives (comics, TV shows, Movies) there is a coordination of visual perception, attention, and comprehension processes. Studies testing SPECT explore how processes such as inference generation affect where we look when we watch filmed narratives or read static sequential narratives.</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<br><br>Hutson, J. P., Magliano, J. P., & Loschky, L. C. (2018). Understanding moment-to-moment Processing of visual narratives. <i>Cognitive Science</i>, 42, 299-3033.<br><br>Loschky, L. C., Larson, A. M., Magliano, J. P., & Smith, T. J. (2020). The Scene perception and event comprehension theory (SPECT) applied to visual narratives. <i>Topics in Cognitive Science</i>, 12, 311-351.<br><br>Loschky, L. C. Larson, A. M., Magliano, J. P., & Smith, T. J. (2015). What would Jaws do? The tyranny of film and the relationship between gaze and higher-level narrative film comprehension. <i>Plos One</i>, 10, 1-23.<br><br></div><p><strong>Multimedia processing of narratives. Visual narratives combine language and images. This area of research explores how different modalities combine to support comprehension</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<br><br>Kopatich, R. D., Feller, D. P., Kurby, C. A., & Magliano, J. P. (2019). The role of character goals and changes in body position in the processing of events in visual narratives. Cognitive Research. <i>Principles and Implications</i>, 4, 1-15. DOI: 10.1186/s41235-019-0176-1<br><br></div><p><strong>Cinematic practices and comprehension. Filmmakers use cinematics to convey stories in fiction films. This area of research focuses on the impact of these practices on various aspects of experiencing fiction film.</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<br><br>Clinton, J. A., Briner, S. W., Sherrill, A. M., Ackerman, T., & Magliano, J. P. (2017). The role of cinematic techniques in understanding character affect. <i>Scientific Study of Literature</i>, 7, 177-202.<br><br>Magliano, J. P., & Zacks, J. M. (2011). The impact of continuity editing in narrative film on event segmentation. <i>Cognitive Science</i>, 35, 1489-1517.<br><br>Magliano, J. P., Kurby, C. A., Ackerman, T., Garlitch, S. & M., Stewart, J. M. (2020). Lights, camera, action: The role of editing and framing on the processing of filmed events. <i>Journal of Cognitive Psychology</i>.<br><br></div><p><strong>Basic cognitive processes that support comprehension. Understanding the cognitive foundations of making sense of texts, comics, and movies/tv shows is at the core of the research conducted by the media comprehension lab.</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<br><br>Asiala, L. K. E., Chan, G. C., Kurby, C. A., & Magliano, J. P. (2020). The role of goal barriers in predicting the outcomes of intentional actions in the context of narrative text. <i>Journal of Cognitive Psychology</i>, 32 (1), 82-92. DOI:10.1080/20445911.2019.1690494<br><br>Feller, D. P., Eerland, A., Ferretti, T. R., & Magliano, J. P. (2019). Aspect and narrative event segmentation. <i>Collabra: Psychology</i>, 5(1), 1-12. DOI: http://doi.org/10.1525/collabra.182<br><br>Feller, D. P., Newberry, K. Kurby, C. A., Schwan, S., & Magliano, J. P. (2023). The Effects of domain knowledge and event structure on event processing. <i>Memory & Cognition</i>, 51, 101-114. https://doi.org/10.3758/s13421-022-01309-y<br><br></div></details><details> <summary style="font-size:2rem"><b>Understanding what factors affect adults success understanding and using media</b></summary><p><strong>What makes college readers more or less ready to read in college? We explore answers to this this question in a project that was funded by the <a href="https://ies.ed.gov/">Institute of Education Sciences</a>. Across several studies, we explored how foundational skills of reading, reading strategies, task awareness, and motivation support college student’s ability to successfully use texts to solve the kinds of reading activities that they are asked to do in their college coursework.</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<p>Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O’Reilly, T., Sabatini, J., Feller, D. P., Kopatich, R. J. Ray, M., & Parker, C. (2020). Testing the inference mediation hypothesis in a post-secondary context. <i>Contemporary Educational Psychology</i>, 61. DOI: <a href="https://doi.org/10.1016/j.cedpsych.2020.101863">https://doi.org/10.1016/j.cedpsych.2020.101863</a>.<br><br>Magliano, J. P., Talwar, A., Feller, D. P., Wang, Z., O’Reilly, T., & Sabatini, J. (2023). Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. <i>Journal of Learning Disorders</i>, 56, 43-57. DOI: 10.1177/00222194221087<br><br>Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. O’Reilly, T., Sabatini, J. (2022). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading Strategies, and reading motivation. <i>Journal of College Reading and Learning</i>, DOI: 10.1080/10790195.2022.2137069.<br><br>Tonks, S. M., Magliano, J. P., Ray, M., & Schwartz, J. (2021). How situational competence beliefs and task value Relate to inference Strategies and comprehension during reading.<i>Learning and Individual Difference</i>, 90. DOI: 10.1016/j.lindif.2021.102036<br></p></div></details><details> <summary style="font-size:2rem"><b>Using construct response to learn about readers</b></summary><p><strong>We explore how to use student constructed responses that are produced during reading to help learn about what is involved in making sense of texts and what makes readers more or less successful at comprehending what they read. One type of constructed response is called a “think aloud” response in which readers are asked to produce whatever thoughts they have when they read. Another type of constructed response occurs when readers are told to self explain the text as they read. Member of the Media Comprehension Lab are part of a collaborative nextwork including Laura Allen (University of Minnesota), Danielle McNamara (Arizona State University), and Katie McCarthy (Georgia State University) to develop ways to get computers to collect and analyze student constructed responses. This research was funded by the <a href="https://ies.ed.gov/">Institute of Education Sciences</a>.</strong></p><div style="font-size:1.5rem; max-width:80rem; margin:auto; line-height:1.5">Example publications:<p>Allison, S. N., Magliano, J. P., McCarthy, C. S., Creer, S. D., McNamara, D. S., & Allen, L. K. (2022). Integration in multiple-document comprehension: A natural language processing approach. <i>Discourse Processes</i>, 59, 417-438.<br><br>Flynn, L. E., McNamara, D. S., McCarthy, K. S., Magliano, J. P., & Allen L. K. (2021). The appearance of coherence: Using cohesive properties of readers’ constructed responses to predict individual differences. <i>Revista Signos. Estudios de Lingüística</i>, 54, 1061-1088. DOI: 10.4067/S0718-09342021000301061<br><br>Magliano, J. P., Flynn, L., Feller, D. P., McCarthy, K. S., McNamara, D. S., Allen, L. (2022). Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers. <i>Frontiers in Psychology</i>, 13, 936162. doi: 10.3389/fpsyg.2022.936162<br><br>Magliano, J. P., Millis, K.K., The RSAT Development Team1, Levinstein, I., & Boonthum, C. (2011). Assessing comprehension during reading with the reading strategy assessment Tool (RSAT). <i>Metacognition and Learning</i>, 6, 131-154.<br></p></div></details><hr><h1 id="Fundings"><a href="#Fundings" class="headerlink" title="Fundings"></a>Fundings</h1><details> <summary style="font-size:2rem"><b>Current</b></summary><p>Research Center for the Acquisitions of Language and Literacy seed grant for “<i>Exploring the implications of processing textsin American Sign Language and English in Deaf Adults</i>, (2023-2024), J. P. Magliano (PI), Peter Crume (Co-PI), & Jessica Scott (Co-PI). $37,553.<br></p><p>BBVA Foundation Research (Spain) for Multi-plot aesthetics and information density in contemporary television series (July 2022 – December 2023), Pérez, H. (PI), Zornoza, B.(Co-PI), Magliano, J. P. (Co-PI), Rapp, D. N. . (Co-PI), Bohn-Gettler, C. M. (Co-PI), Bueno, M., . (Co-PI), Santaolalla, V. . (Co-PI), Varea, J . Co-PI)., Congosto, A. . (Co-PI), & Cabañas, C . (Co-PI), 30,000€<br></p><p>US Department of Education grant for <i>Developing a Deeper Understanding of Cognitive Processes Driving Multiple Document Comprehension</i> (2018-2023), D. S., McNamara (PI), L, Allen (Co-PI) J. P. Magliano (Co-PI), K. McCarthy (Co-PI). Subcontract to Georgia State University, $1,399,466<br>(subcontract to GSU, $438,123).<br></p><p>Institute for Healthcare Advancement for <i>Tailoring Stroke Education Materials to Increase Accuracy of Perceived Stroke Risk among African American Young Adults</i> Feinberg, (2022-2024) Feinberg, I. (PI), Aycock, D. (Co-PI), Magliano, J. P., (Co-PI), Tighe, E. (Co-PI), $25,000.</p></details><details> <summary style="font-size:2rem"><b>Previously awarded grants</b></summary><p>US Department of Education grant for <i>Using Computational Linguistics to Detect Comprehension Processes in Constructed Responses across Multiple Large Data Sets</i>, (2019-2023), D. S., McNamara (PI), L, Allen (Co-PI) J. P. Magliano (Co-PI), K. McCarthy (Co-PI). $600,000 (Subcontract to Georgia State University, $175,100).<br></p><p>Georgia State University COVID relief grant for “Exploring how struggling adult readers understand picture stories” (2021-2022), J. P. Magliano (Pi). $5000<br></p><p>US Department of Education grant for “Exploring the OnPAR Model in a Developmental Educational Context (2015-2020), J. P. Magliano (PI), C. Parker (Co-PI), S Tonks (Co-PI). $1,571,213.<br></p><p>Adult Literacy Research Center, Georgia State University, Status: Exploring the Ability of Struggling Adult Readers to Generate Bridging Inferences in Visual Narratives: A Comparison of Eye-Tracking Methodologies (July 2019 - June 2020), Feller, D. (Principal), Tighe, E. (Co-Principal), Magliano, J. (Co-Principal), $3,333.00.<br></p><p>Research Center for the Acquisitions of Language and Literacy seed grant for “Developing materials to explore the nature of comprehension challenges in adults with low literacy skills, (2019-2020), J. P. Magliano (PI) & K. McCarthy (Co-PI). $20,000.<br></p><p>National Science Foundation for Integrating Cognitive and Computational Models of Narrative Cinematic Generation (2014-2016), R. M. Young (PI) & J. P. Magliano (PI). This is a multi-site, collaborative project and NIU portion is for $146,950.<br></p><p>US Department of Education subcontract grant for “Reading for Understanding Across Grades 6 through 12: Evidence-based Argumentation for Disciplinary Learning (2010-2015). M. Anne Britt (PI), J. P. Magliano (Co-PI) on the subcontract grant. S. R. Goldman is the PI on the grant. $2,416,211 for the subcontract and $19,200,000 for the full grant.<br></p><p>Law School Admissions Council grant for “Assessing the Impact of Topic Interests on Comprehension Processes” (August, 2009-August 2010). J. P. Magliano (PI), A. Durik (Co-PI), J Holt (Co-PI), $85,312.<br></p><p>Northern Illinois University grant for “Interdisciplinary Institute for the Study of Language and Literacy (IISLL)” (December, 2008 – July 211). L. Elish-Piper (Co-PI), J. Holt (Co-PI), J. P. Magliano (Co-PI), M. C. Smith (Co-PI), $176,000.<br></p><p>US Department of Education grant for “Acquiring research investigative and evaluative skills (ARIES) for scientific inquiry ” (September 2007-August 2011). K.,K. Millis (Project Director), M. A., Britt (Co-PI), J. P., Magliano (C0-PI), K. Wiemer-Hasting (Co-PI), $1,986,743.<br></p><p>US Department of Education grant for “Assessing reading skill with verbal protocols and latent semantic analysis” (July 2004-June 2008). J.P. Maglinao (PI) & K.,K. Millis (Co-PI), $1,560,506.<br></p><p>US Department of Education grant for “Recruitment and Retention of Minority Role Models in Science and Engineering through Improving Critical Thinking Skills and Scientific Understanding” (August, 2005 – July, 2006) 6K. Millis, K. (PI), Magliano, A. Britt, K. Wiemer-Hastings (CO-PIs), $297,600.<br></p><p>Research contract from Sandia National Laboratories for “Learning from an Expert (January 2001 - September 2006).” J.P. Magliano (PI) 20,000.<br></p><p>Research contract from Sandia National Laboratories for “Testing a model of situation recognition (January 2002 - September 2004).” 100,000. J.P. Magliano (PI)<br></p><p>NSF Subcontract Grant (CFDA No. 47.076), “Promoting Active Reading Strategies to Improve Students Understanding of Science,” (2001-2006), K. Millis, J. Magliano, & K. Wiemer-Hastings (Co-Pls), $600,253.<br></p><p>Graduate School Summer Research Grant, Northern Illinois University (1999), $6,000.<br></p><p>NRSA (Post-doctoral) from National Institute of Deafness and Other Communications Disorders (1994-1996), Fellowship #1 F32DC00158-01, $62,000.</p></details>]]></content>
</entry>
<entry>
<title>People</title>
<link href="/people/index.html"/>
<url>/people/index.html</url>
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flex-wrap:wrap; justify-content: center; gap: 20px;"> <div class="i" style="width: 300px; padding: 0;"> <!-- <div class="c text-center shadow-sm"> --> <div class="c text-center"> <div class="wrap"> <!-- <img src="/images/joe.jpg" alt="#" width="270" height="270" class="img-responsive"> --> <img src="/images/joe.jpg" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <a href="https://education.gsu.edu/profile/joe-magliano/"><h3 class="name">Joe Magliano</h3></a> <h4 class="position">Professor</h4> </div> </div> <div class="more"> <p style="font-size:1rem; margin-bottom: 15px;">I’m most excited about our research on what is different about how we process and understand narratives that we read in texts, look at in comics, and watch on TV and at the movies.</p> <div class="socials"> <!-- <a href="#" title="#" class="facebook"><i class="fa-brands fa-facebook-f"></i></a> --> <!-- <a href="#" title="#" class="twitter"><i class="fa fa-twitter"></i></a> --> <!-- <a href="#" title="#" class="google-plus"><i class="fa fa-google-plus"></i></a> --> <!-- <a href="#" title="#" class="linkedin"><i class="fa fa-linkedin"></i></a> --> <a href="https://www.researchgate.net/profile/Joe-Magliano" title="ResearchGate" class="researchgate"><i class="fa-brands fa-researchgate"></i></a> </div> </div> </div> </div> <div class="i" style="width: 300px; padding: 0;"> <div class="c text-center"> <div class="wrap"> <img src="https://upload.wikimedia.org/wikipedia/commons/9/99/Sample_User_Icon.png" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <h3 class="name">Gal Kaldes</h3> <h4 class="position">postdoctoral Fellow</h4> </div> </div> <div class="more"> <p>I'm working on ____</p> <div class="socials"> <a href="https://www.researchgate.net/profile/Gal-Kaldes" title="ResearchGate" class="researchgate"><i class="fa-brands fa-researchgate"></i></a> </div> </div> </div> </div> <div class="i" style="width: 300px; padding: 0;"> <div class="c text-center"> <div class="wrap"> <img src="/images/virginia.jpg" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <a href="/people/virginia"><h3 class="name">Virginia Troemel</h3></a> <h4 class="position">Ph.D. student</h4> </div> </div> <div class="more"> <p>I study how we process and comprehend texts, comics, and film. I also study how we can protect ourselves from acquiring misinformation.</p> <div class="socials"> <a href="https://www.researchgate.net/profile/Virginia-Troemel" title="ResearchGate" class="researchgate"><i class="fa-brands fa-researchgate"></i></a> </div> </div> </div> </div> <div class="i" style="width: 300px; padding: 0;"> <div class="c text-center"> <div class="wrap"> <img src="https://angushushu.com/images/head.png" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <a href="https://angushushu.com"><h3 class="name">Shu Hu</h3></a> <h4 class="position">Ph.D. student</h4> </div> </div> <div class="more"> <p>I’m interested in understand how we experience narratives and how this is supported by the structure of our knowledge.</p> <div class="socials"> <a href="https://www.researchgate.net/profile/Shu-Hu-10" title="ResearchGate" class="researchgate"><i class="fa-brands fa-researchgate"></i></a> </div> </div> </div> </div> <div class="i" style="width: 300px; padding: 0;"> <div class="c text-center"> <div class="wrap"> <img src="https://upload.wikimedia.org/wikipedia/commons/9/99/Sample_User_Icon.png" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <h3 class="name">Haeli Patel</h3> <h4 class="position">Master Student</h4> </div> </div> <div class="more"> <p>I'm working on ____</p> <div class="socials"> <!-- <a href="#" title="#" class="facebook"><i class="fa-brands fa-facebook-f"></i></a> <a href="#" title="#" class="twitter"><i class="fa-brands fa-twitter"></i></a> <a href="#" title="#" class="google-plus"><i class="fa-brands fa-google-plus-g"></i></a> <a href="#" title="#" class="linkedin"><i class="fa-brands fa-linkedin-in"></i></a> --> </div> </div> </div> </div> <div class="i" style="width: 300px; padding: 0;"> <div class="c text-center"> <div class="wrap"> <img src="https://upload.wikimedia.org/wikipedia/commons/9/99/Sample_User_Icon.png" alt="#" class="img-responsive" style="margin:0;"> <div class="info"> <h3 class="name">Niara Minnifield</h3> <h4 class="position">Master Student</h4> </div> </div> <div class="more"> <p>I'm working on ____</p> <div class="socials"> <!-- <a href="#" title="#" class="facebook"><i class="fa-brands fa-facebook-f"></i></a> <a href="#" title="#" class="twitter"><i class="fa-brands fa-twitter"></i></a> <a href="#" title="#" class="google-plus"><i class="fa-brands fa-google-plus-g"></i></a> <a href="#" title="#" class="linkedin"><i class="fa-brands fa-linkedin-in"></i></a> --> </div> </div> </div> </div> </div></div> </section>]]></content>
</entry>
<entry>
<title>Publications</title>
<link href="/publications/index.html"/>
<url>/publications/index.html</url>
<content type="html"><![CDATA[<h3 id="2021-present"><a href="#2021-present" class="headerlink" title="2021 - present"></a>2021 - present</h3><p>* <em><strong>Ness-Maddox</strong></em>, H., Öncel, P., <em><strong>Hu, S.</strong></em>, Luan, L., Magliano, J. P., & Allen, L. K. (2025). Think-aloud verbal protocols and natural language processing to capture coherence building across narrative media. <em>Discourse Processes</em>, 1–24. <a href="https://doi.org/10.1080/0163853X.2025.2577634">https://doi.org/10.1080/0163853X.2025.2577634</a></p><p>* Magliano, J. P., <em><strong>Hu, S.</strong></em>, <em><strong>Troemel, V.</strong></em>, & Gerrig, R. J. (2025). Narrative Experience Taxonomy: expanding think-aloud analysis for narrative experiences. <em>Discourse Processes</em>, 1–19. <a href="https://doi.org/10.1080/0163853X.2025.2554402">https://doi.org/10.1080/0163853X.2025.2554402</a></p><p>* Crume, P. K., Scott, J., Kurby, C. A., Malone, J. T., <em><strong>Troemel, V.</strong></em>, Patel, H., & Magliano, J. P. (2025). American sign Language as a second language: assessing sensitivity to situational continuities when processing narratives in ASL and spoken English. <em>Discourse Processes</em>, 1–20. <a href="https://doi.org/10.1080/0163853X.2025.2555160">https://doi.org/10.1080/0163853X.2025.2555160</a></p><p>* <em><strong>Kaldes, G.</strong></em>, Higgs, K., Lampi, J. et al. Testing the model of a proficient academic reader (PAR) in a postsecondary context. <em>Read Writ</em> 38, 37–76 (2025). <a href="https://doi.org/10.1007/s11145-023-10500-9">https://doi.org/10.1007/s11145-023-10500-9</a></p><p>* Öncel, P., <em><strong>Hu, S.</strong></em>, <em><strong>Ness-Maddox, H.</strong></em>, Allen, L. K., & Magliano, J. P. (2024). Exploring the affordances of text and picture stories. <em>Discourse Processes</em>, 61(4–5), 203–221. <a href="https://doi.org/10.1080/0163853X.2024.2352814">https://doi.org/10.1080/0163853X.2024.2352814</a></p><p>* <em><strong>Feller, D. P</strong></em>., <em><strong>Talwar, A</strong></em>., Greenberg, D. Kopatich, R. D., & Magliano, J. P. (in press). Exploring moderational and mediational relations among component reading skills in struggling adult readers. <em>Journal of Research in Reading</em>.</p><p>* Higgs, K., Santuzzi, A., Gibson, C., Kopatich, R. J., <em><strong>Feller, D. P</strong></em>., & Magliano, J. P. (in press). Relationships between task awareness, strategy use and literacy outcome. <em>Frontiers in Educational Psycholo</em>gy. </p><p>* McNamara, D. S., <em><strong>Newton, N</strong></em>., <em><strong>Christhilf, K</strong></em>., McCarthy, K. S., Magliano, J. P., Allen, L., K. (in press). Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations. <em>Discourse Processes</em>.</p><p>* <em><strong>Feller, D. P</strong></em>., Newberry, K. Kurby, C. A., Schwan, S., & Magliano, J. P. (2023). The Effects of domain knowledge and event structure on event processing. <em>Memory & Cognition</em>, 51, 101-114. <a href="https://doi.org/10.3758/s13421-022-01309-y">https://doi.org/10.3758/s13421-022-01309-y</a></p><p>* Magliano, J. P., Luan, L., & Allen L. K. (2023). Further thoughts on measuring narrational complexity in fiction film. <em>Projections</em>, <em>17</em>, 39-51. <em>doi: 10.3167/proj.2023.170106</em></p><p>* Magliano, J. P**., <em>Talwar</em>, <em>A</em>.,** <em><strong>Feller*, *D. P</strong></em>., Wang, Z., O’Reilly, T., & Sabatini, J. (2023). Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. <em>Journal of Learning Disorders</em>, <em>56</em>, 43-57. <em>DOI: 10.1177/00222194221087</em></p><p>* <em><strong>Allison, S</strong></em>. <em><strong>N</strong></em>., Magliano, J. P., McCarthy, C. S., <em><strong>Creer, S. D</strong></em>.<em><strong>,</strong></em> McNamara, D. S., & Allen, L. K. (2022). Integration in multiple-document comprehension: A natural language processing approach. <em>Discourse Processes, 59</em>, 417-438.</p><p><em><strong>Christhilf, K</strong></em>., <em><strong>Newton, N</strong></em>., <em><strong>Butterfuss, R</strong></em>., McCarthy, K. S., Allen, L. K., Magliano, J. P. & McNamara, D. S. (2022) Using Markov models and random walks to examine strategy use of more or less successful comprehenders. In A. Mitrovic and N. Bosch, editors, <em>Proceedings of the 15th International Conference on Educational Data Mining</em>, pages 484–491, Durham, United Kingdom: International Educational Data Mining Society.</p><p>* <em><strong>Hutson, J. P</strong></em>., <em><strong>Chandran, P</strong></em>., Magliano, J. P., Smith, T. J. & Loschky, L. C. (2022). Narrative comprehension guides eye movements in the absence of motion. <em>Cognitive Science</em>, 46, <a href="https://doi.org/10.1111/cogs.13131"><strong>https://doi.org/10.1111/cogs.13131</strong></a></p><p>* Magliano, J. P., <em><strong>Flynn, L</strong></em>., <em><strong>Feller, D. P</strong></em>., McCarthy, K. S., McNamara, D. S., Allen, L. (2022). Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers. <em>Frontiers in Psychology</em>, <em>13</em>, 936162. doi: 10.3389/fpsyg.2022.936162</p><p>* Máñez, I, Vidal-Abarca, E., Magliano. J. P. (2022). Comprehension processes on question-answering activities: A think-aloud study. <em>Electronic Journal of Research in Educational Psychology</em>, <em>20</em> (1), 1-26.</p><p><b>*</b> McCarthy, K. S., <b><i>Yan, E. F.<sup>+</sup>, Sonia, A</i></b>. <sup>+</sup>, Allen, L. K., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on integrated reading and writing tasks<i>. Learning & Instruction, 79,</i> 101599, <i><a href="https://doi.org/10.1016/j.learninstruc.2022.101599">https://doi.org/10.1016/j.learninstruc.2022.101599</a></i>.</p><p><em>* <strong>Talwar, A</strong>.,</em> Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. O’Reilly, T., Sabatini, J. (2022). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading Strategies, and reading motivation. <em>Journal of College Reading and Learning</em>, DOI: 10.1080/10790195.2022.2137069.</p><p>Allen, L. K., Magliano, J. P., McCarthy, K. S., <em><strong>Sonia, A</strong></em>., <em><strong>Creer, S</strong></em>., & McNamara, D. S. (2021). Coherence-building in multiple document comprehension. In T. Fitch, C. Lamm, H. Leder, & K. Tessmar (Eds.), P<em>roceedings of the 43rd Annual Conference of the Cognitive Science Society</em>. Vienna, Austria: Cognitive Science Society.</p><p><em><strong>* Flynn, L. E</strong></em>., McNamara, D. S., McCarthy, K. S., Magliano, J. P., & Allen L. K. (2021). The appearance of coherence: Using cohesive properties of readers’ constructed responses to predict individual differences. <em>Revista Signos. Estudios de Lingüística</em>, <em>54</em>,* 1061-1088. DOI: 10.4067/S0718-09342021000301061</p><p><strong>* <em>Hutson, J. P</em>.,</strong> Magliano, J. P., Smith, T., & Loschky, L C. (2021).** A ‘ticking’ in my head: How sound design, dialog, event structure, and viewer working memory interact when comprehending <em>Touch of Evil</em>. <em>Projections</em>, <em>15(1)</em> 1-27*.*</p><p>McCarthy, K. S., Magliano, J. P., Levine, S., Elfenbein, A., & Horton, W. S. (2021). Constructing mental models in literary reading: the role of interpretive inferences. In D. Kuiken & A. Jacobs (Eds.) <em>Handbook of Empirical Literary Studies,</em> (pp, 85-199)<em>.</em> Berlin, Boston: De Gruyter*. <a href="https://doi.org/10.1515/9783110645958">https://doi.org/10.1515/9783110645958</a>*</p><p>McCarthy, K. S.<strong>,</strong> Magliano, J. P., <em><strong>Snyder, J</strong></em>., <em><strong>Kenney, E</strong></em>., <em><strong>Perret, C. A</strong></em>., Newton, N. N., <em><strong>Knezevic, M</strong></em>., Allen, L. K., & McNamara, D. S. (2021). Quantified qualitative analysis: Rubric development and inter-rater reliability as iterative desig<em>n.</em> In <em>Proceedings of the International Society of the Learning Sciences (ISLS).</em> Bochum, Germany (Virtual).* </p><p>Saerys-Foy, J. E., & Magliano, J. P. (2021). From Shots to Storyworlds: The cognitive processes supporting the comprehension of serialized television. T. Nannicelli and H. J. Pérez (Eds)., Co<em>gnition, Emotion, and Aesthetics in Contemporary Serial</em> <em>Television</em>, (pp 97-116) Oxon, UK: Routledge.</p><p>* Tonks, S. M., Magliano, J. P., <em><strong>Ray, M</strong></em>., <em><strong>& Schwartz, J</strong></em>. (2021). How situational competence beliefs and task value Relate to inference Strategies and comprehension during reading. <em>Learning and Individual Difference</em>, <em>90</em>. DOI: 10.1016/j.lindif.2021.102036</p><h3 id="2011-2020"><a href="#2011-2020" class="headerlink" title="2011 - 2020"></a>2011 - 2020</h3><p><strong>*<a name="ole_link23"></a><a name="ole_link24"></a><em>Asiala, L.</em></strong> <strong><em>K. E.,</em></strong> <strong><em>Chan, G. C</em></strong>., Kurby, C. A., & Magliano, J. P. (2020). The role of goal barriers in predicting the outcomes of intentional actions in the context of narrative text. <em>Journal of Cognitive Psychology</em>, <em>32 (1)</em>, 82-92. DOI:10.1080/20445911.2019.1690494</p><p>Bråten, I., Magliano, J. P., & Salmerón, L. (2020). Concurrent and task-specific self-reports. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), <a name="ole_link76"></a><a name="ole_link77"></a><em>Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis</em> (pp., 275-295)*** New York, NY: Routledge</p><p>* Cohn, N. & Magliano, J. P. (2020). Visual narrative research: An emerging filed in cognitive science. <em>Topics in Cognitive Science</em>, 12, 197-223. </p><p><strong>* <em>Feller, D. P</em>.,</strong> Magliano, J. P., Sabatini, J., O’Reilly, T., & <em><strong>Kopatich, R. D</strong></em>. (2020). Relations between component reading skills, inferences, and comprehension performance in community college readers. <em>Discourse Processes</em>, 473-490.</p><p>* Loschky, L. C., Larson, A. M., Magliano, J. P., & Smith, T. J. (2020). The Scene perception and event comprehension theory (SPECT) applied to visual narratives. <em>Topics in Cognitive Science</em>, 12, 311-351. </p><p><strong>*</strong> Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O’Reilly, T., Sabatini, J., <em><strong>Feller, D</strong></em>. <em><strong>P.</strong></em>, <em><strong>Kopatich, R. J</strong></em>. <em><strong>Ray, M</strong></em>., & Parker, C. (2020). Testing the inference mediation hypothesis in a post-secondary context. <em>Contemporary Educational Psychology</em>, <em>61</em>. DOI: <a href="https://doi.org/10.1016/j.cedpsych.2020.101863">https://doi.org/10.1016/j.cedpsych.2020.101863</a><em>.</em> </p><p><strong>*</strong> Magliano, J. P., Kurby, C. A., Ackerman, T., <em><strong>Garlitch, S.</strong></em> & <em><strong>M</strong></em>., <em><strong>Stewart, J. M</strong></em>. (2020). Lights, camera, action: The role of editing and framing on the processing of filmed events. <em>Journal of Cognitive Psychology</em>.</p><p><strong>*</strong> Magliano, J. P., Lampi, J. P***., Ray, M***., <em><strong>& Chan, G</strong></em>. (2020). Revealing the Comprehension processes of underprepared college students: An evaluation of the reading strategies assessment. <em>Journal of College Literacy and Learning</em>, 46. 104-122. </p><p>* <em><strong>Feller, D. P</strong></em>., Eerland, A., Ferretti, T. R., & Magliano, J. P. (2019). Aspect and narrative event segmentation*. Collabra: Psychology*, 5(1), 1-12. DOI: <a href="http://doi.org/10.1525/collabra.182">http://doi.org/10.1525/collabra.182</a></p><p><em><strong>* Kopatich, R. D.</strong></em>, <em><strong>Feller, D. P.</strong></em>, Kurby, C. A., & Magliano, J. P. (2019). The role of character goals and changes in body position in the processing of events in visual narratives. <em>Cognitive Research. Principles and Implications</em>, 4, 1-15. DOI: 10.1186/s41235-019-0176-1</p><p>* <em><strong>Kopatich</strong>, <strong>R. D</strong>.</em>, Magliano, J. P., Millis, K. K., Parker, C. P., & <em><strong>Ray, M</strong></em>. (2019). Understanding how language-specific and domain-general resources support comprehension. <em>Discourse Processes</em>, <em>56</em>, 530-552.</p><p>Magliano, J. P., Higgs, K.,*** & Clinton, J. A***.*** (2019). Sources of complexity in comprehension across modalities of narrative experience. IN M. Grishokova & M. Poulaki (Eds.) <em>Cognition and narrative complexity</em>, (pp. 149-173). Lincoln, NE: University of Nebraska Press.</p><p><strong>* <em>Sherrill, A. M.</em></strong>, Kurby, C. A., Lilly, M. M., & Magliano, J. P. (2019). The Effects of state anxiety on analogue peritraumatic encoding and event Memory: Introducing the stressful event segmentation paradigm. <em>Memory</em>, 27, 124-136. DOI: 10.1080/09658211.2018.1492619. </p><p>* <em><strong>Chan, G. C.,</strong></em> Foy, J. E., & Magliano, J. P. (2018). Factors that affect crossover between multiple words within a narrative. <em>Discourse Processes</em>, <em>5</em>5, 666-685*.*</p><p><em><strong>* Chan, G. C.,</strong></em> Magliano, J.P., & O’Brien, E.J. (2018). Processing the outcomes of actions in narratives: The impact of character goals and situational contexts*. Discourse Processes*, <em>55</em>, 497-509.</p><p>* <em><strong>Clinton, J. A.</strong></em>, Magliano, J. P., Skowronski, J. J. (2018). Gaining a perspective on spatial perspective taking. <em>Journal of Cognitive Psychology</em>, <em>30</em>, 85-97.</p><p>* <em><strong>Hutson, J. P.</strong></em>, Magliano, J. P., & Loschky, L. C. (2018). Understanding moment-to-moment Processing of visual narratives. <em>Cognitive Science</em>, 42, 299-3033.</p><p>Loschky, L. C., <em><strong>Hutson, J. P.,</strong></em> <em><strong>Smith, M. E</strong></em>., Smith, T. J., & Magliano, J. P. (2018). Viewing static visual narratives through the lens of the scene perception and event comprehension theory (SPECT). In Dunst, A., Laubrock, J., & Wildfeuer, J (Eds.) Empirical Approaches to Comics Research: Digital, Multimodal and Cognitive Methods, (pp. 217-238). London/New York: Routledge.</p><p>Magliano, J. P., Hastings, P., <em><strong>Kopp, K</strong></em>., <em><strong>Blaum, D</strong></em>., & <em><strong>Hughes, S</strong></em>. (2018) Computer-based assessment of essays based on multiple documents: Evaluating the use of sources. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.) <em>Handbook of multiple source use</em>, (pp 505-526). New York, NY: Routledge.</p><p>Magliano, J. P., McCrudden, M. T., Rouet, J. F., & Sabatini, J. (2018). The modern reader: Should changes to how we read affect research and theory? In M. F. Schober, M. A. Britt, & D. N. Rapp (Eds) (in Press). <i>Handbook of Discourse Processes (2<sup>nd</sup> addition)</i>, (pp. 343-361) New York: Taylor & Francis.</p><p>Magliano, J. P., <em><strong>Clinton, J. A.</strong></em>, O’Brien, E. J., & Rapp, D. N. (2018). Detecting differences between adapted narratives: Implication of order and modality of exposure. In Dunst, A., Laubrock, J., & Wildfeuer, J (Eds.) <em>Empirical Approaches to Comics Research: Digital, Multimodal and Cognitive Methods</em> (pp. 284-304). London/New York: Routledge.</p><p>Magliano, J. P., <em><strong>Higgs, K.,</strong></em> & Millis, K. K. (2018). Deep comprehension of text and revealed by talking and writing while teading. In K. K., Millis, D. S. Long, J. P. Magliano, & K. Wiemer (Eds), <em>Deep comprehension: Multidisciplinary approaches to understand, enhancing, and promoting deep comprehension</em>, (pp. 253-277). Routledge: New York, NY.</p><p><em><strong>* Clinton, J. A., Briner, S. W., Sherrill, A. M.</strong></em>, Ackerman, T., & Magliano, J. P. (2017). The role of cinematic techniques in understanding character affect. <em>Scientific Study of Literature</em>, 7, 177-202.</p><p>* Eerland, A., <em><strong>Sherrill, A. M</strong></em>., Magliano, J. P., & Zwaan, R. A. (2017). The blame game: An investigation of grammatical aspect on blame judgments*. Collabra: Psychology*, 3, 1-12. </p><p><em><strong>* Hutson, J. P.</strong></em>, Smith, T.J., Magliano, J. P., & Loschky, L. C. (2017). Eye-movements during film viewing: Which sorts of top-down processes guide gaze? <em>Cognitive Research: Principles and Implications</em>, 2, 46 DOI 10.1186/s41235-017-0080-5</p><p>* <em><strong>Sherrill, A. M.,</strong></em> & Magliano, J. P. (2017). Psychopathology applications of event perception basic research: Anticipating the road ahead using posttraumatic stress disorder as an example. <em>Journal of Applied Research in Memory and Cognition</em>, <em>6</em>, 144-149*.*</p><p>* <em><strong>Higgs, K.,</strong></em> Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara, D. S. (2017). Bridging skill and task-oriented reading. <em>Discourse Processes</em>, <em>54</em>, 19-39.</p><p>* Magliano, J. P., <em><strong>Kopp, K.,</strong></em> <em><strong>Higgs, K.</strong></em>, & Rapp, D. N. (2017). Filling in the gaps: Memory implications for inferring missing content in graphic narratives. <em>Discourse Processes</em>, <em>54</em>, 569-582.</p><p>* <em><strong>Dandotkar, S.,</strong></em> Britt, M. A., & Magliano, J. P. (2016). The effect of the logical relatedness and semantic overlap on argument evaluation. <em>Discourse processes</em>, <em>47</em>, 581-602.</p><p>* Eerland, A., Sherrill, A.M., Magliano, J.P., Zwaan, R.A., Arnal, J.D., Aucoin, P., … Prenoveau, J.M. (2016). Registered replication report: Hart & Albarracín (2011). <em>Perspectives on Psychological Science</em>, <em>11</em>, 158-171.</p><p>Lee, C. D., Goldman, S. R., <em><strong>Levine, S.,</strong></em> Magliano, J. P. (2016). Epistemic cognition in literary reasoning. In J. Greene, W. Sandoval, & I. Braten (Eds.), <em>The Handbook of Epistemic Cognition</em>, (pp. 165-183). New York, NY: Routledge.</p><p>Magliano, J. P., & <em><strong>Clinton, J. A</strong></em>. (2016). A vision of the viewer: Situating <em>Narration in the Fiction Film</em> in the context of theories of narrative comprehension. <em>Projections</em>, 10, 3-11.</p><p>* Magliano, J. P., <em><strong>Larson, A. M., Higgs, K.,</strong></em> & Loschky, L. C. (2016). The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension. <em>Memory & Cognition</em>, 44, 207-219.</p><p>* <em><strong>Sherrill, A. M.,</strong></em> Magliano, J. P., Rosenbaum, A., Bell, K., & Wallace, P. (2016). Trait Aggressiveness and Aggressive Behavior in the Context of Provocation and Inhibition. <em>Aggression, Maltreatment, & Trauma</em>. <em>25</em>, 486-502.</p><p>Magliano, J. P., <em><strong>Ray, M</strong></em>., & Millis, K. K., (2016). The reading strategy assessment tool: A computer-based approach for evaluating comprehension processes during reading. In S. A. Crossley & D. S. McNamara (Eds), <em>Handbook on Educational Technologies for Literacy</em>. (pp. 282-287). New York, NY; Taylor and Francis.</p><p>* <em><strong>Yukhymenko-Lescroart, M., Briner, S.,</strong></em> Magliano, J., Lawless, K., Burkett, C., <em><strong>McCarthy, K.,</strong></em> Lee, C. D., & Goldman, S. R. (2016). Development and initial validation of the Literature Epistemic Cognition Scale (LECS). <em>Learning and Individual Differences</em>, <em>51</em>, 242-248. doi:10.1016/j.lindif.2016.09.014</p><p>* Loschky, L. C. <em><strong>Larson, A. M.</strong></em>, Magliano, J. P., & Smith, T. J. (2015). What would Jaws do? The tyranny of film and the relationship between gaze and higher-level narrative film comprehension. <em>Plos One</em>, 10, 1-23.</p><p>* <em><strong>Sherrill, A. M.,</strong></em> Eerland, A., Zwaan, R. A., & Magliano, J. P. (2015). Understanding how grammatical aspect influences legal judgments. <em>Plos One</em>, 10, 1-19.</p><p>* Magliano, J. P., Radvansky, G. A., Forsythe, J. C., Copeland, D. E.. (2014). Event segmentation during first-person continuous events. <em>Journal of Cognitive Psychology,</em> 26*, 649-661*.</p><p>* <em><strong>Salomon, M. M.,</strong></em> Magliano, J. P., & Radvansky, G. A., (2013). Verb aspect and problem solving. <em>Cognition</em>, <em>128</em>, 134-139.</p><p>Magliano, J. P., Loschky, L., <em><strong>Clinton, J.,</strong></em> & <em><strong>Larson, A.</strong></em> (2013). Is reading the same thing as viewing? An exploration of the similarities and differences between processing text- and visually based narratives. In B. Miller, L. Cutting, & P. McCardle (Eds.), <em>Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension</em>, (pp. 78-90). Baltimore: Paul Brookes Publishing.</p><p>Britt, M.A., Wiemer, K., Millis, K.K., Magliano, J.P., Wallace, P., & Hastings, P. (2012). Understanding and reasoning with text. In P. McCarthy & C. Boonthum (Eds), <em>Applied Natural Language Processing and Content Analysis: Identification, Investigation, and Resolution</em>, (pp. 133-154). Jefferson. IGI Global Publisher.</p><p><em><strong>Hughes, S</strong></em>., Hastings, P., Magliano, J., Goldman, S. R. & Lawless, K. (2012). Automated approaches for detecting integration in student essays. In Stefano A. Cerri, William J. Clancey, George Papadourakis, Kitty Panourgia (eds.) <em>Proceedings of Intelligent Tutoring Systems</em>. NY: Springer.</p><p>* <em><strong>Woehrle, J. L</strong></em>., & Magliano, J. P. (2012). Time flies faster if a person has a high working-memory capacity. <em>Acta Psychologica</em>, <em>139</em>, 314-319.</p><p>* Hastings, P., <em><strong>Houghes, S</strong></em>., Magliano, J. P., Goldman, S. R., & Lawless, K., (2012). Assessing the use of multiple sources in student essays. <em>Behavioral Research Methods</em>, <em>44</em>, 622-633.</p><p>* <em><strong>Kurby, C. A</strong></em>., Magliano, J. P., <em><strong>Dandotkar, S., Woehrle, J</strong></em>., Gilliam, S., McNamara, D. S. (2012). Changing how student process and comprehend texts with computer-based self-explanation training*. Journal of Educational Computing Research*, <em>47</em>, 429-459.</p><p>* Magliano, J. P., & Graesser, A. C. (2012). Computer-based assessment of student-constructed responses. <em>Behavioral Research Methods</em>, <em>44</em>, 608-621. </p><p>* Magliano, J. P., <em><strong>Kopp, K.</strong></em>, <em><strong>McNerney, M.W</strong></em>., Radvansky, G. A., & Zacks, J. M. (2012). Aging and perceived event structure as a function of modality*. Aging, Neuropsychology, and Cognition*, <em>19</em>. 264-282.</p><p>Millis, K. K., & Magliano, J. P. (2012). Assessing comprehension processes during reading. In J. P., Sabatini, J., E. R. Albro, & T. O’Reilly, (Eds.) <em>Reaching an understanding: Innovations in how we view reading assessment</em>, (pp. 35 – 54). Lanham, MD: R & L Publishing.</p><p>Boonthum-Denecke, C., McCarthy, P. M., Lamkin, T., Jackson, G.T.,Magliano, J.P., & McNamara, D.S. (2011). <em>Automatic Natural LanguageProcessing and the Detection of Reading Skills and ReadingComprehension</em>. In R. Charles Murray, Philip M. McCarthy (Eds.) <em>Proceeding for the 23rd International Florida Artificial IntelligenceResearch Society (FLAIRS</em>) Conference, (pp., 234-239). Menlo Park, CA: The AAAI Press.</p><p>Hastings, P., <em><strong>Hughes, S.</strong></em>, Magliano, J. P., Goldman, S. R., and Lawless, K. (2011) Text categorization for assessing multiple Documents integration, or John Henry visits a data mine. In G. Biswas, S. Bull, J. Kay, and A. Mitrovic, (eds). <em>Proceedings of the 15th International Conference on Artificial Intelligence in Education, Lecture Notes in Artificial Intelligenc</em>e, (pp. 115-122). Berlin, Germany: Springer-Verlag,.</p><p>McCrudden, M. T., Magliano, J. P., & Schraw*, G*. (2011) Toward an integrated view of relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), <em>Text Relevance and Learning from Text.</em> Greenwich, (pp. 375-414). CT: Information Age Publishing.</p><p>Magliano, J. P., Durik, A. M., Holt, J. K. (2011). Assessing the impact of topic interest on comprehension processes. <em>LSAC Research Report Series</em> (pp 1-78). Newtown, PA: Law School Admnissions Council, Inc.</p><p>* Magliano, J. P., Millis, K.K., The RSAT Development Team<sup>1</sup>, Levinstein, I., & Boonthum, C. (2011). Assessing comprehension during reading with the reading strategy assessment Tool (RSAT). Sf;<em>Metacognition and Learning</em>, <em>6</em>, 131-154. </p><p>1. In alphabetical order, Srikanth Dandotkar, Sara Gilliam, Chris Kurby, P. J. Perry, Stacey Todaro, and James Woehrle.</p><p>*Magliano, J. P., & Zacks, J. M. (2011). The impact of continuity editing in narrative film on event segmentation. <em>Cognitive Science</em>, 35, 1489-1517. </p><p>*McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011). The effects of diagrams on online reading processes and memory. <em>Discourse Processes</em>, <em>48</em>, 69-92.</p><p>McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011) Relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), <em>Text Relevance and Learning from Text</em>, (pp. 1-17). Greenwich, CT: Information Age Publishing. </p><p>Zacks, J. M., & Magliano, J. P. (2011) Film understanding and cognitive neuroscience. In D. P. Melcher & F. Bacci (Eds.), <em>Art and the Senses</em>, (pp. 435-454). New York: Oxford University Press. </p><h3 id="2001-2010"><a href="#2001-2010" class="headerlink" title="2001 - 2010"></a>2001 - 2010</h3><p>Mylavarapu, S., Levinstein, I.B., Boonthum, C., Magliano, J.P., & Millis, K.K. (2010). Enhancing Protocol Evaluation Through Semantic Modification of Benchmarks. In the <i>Proceedings of the 23<sup>rd</sup> International Florida Artificial Intelligence Research Society (FLAIRS) Conference</i>, (pp. 297-298). Menlo Park, CA: The AAAI Press.</p><p><b><i>Malladi, R</i></b>. Levinstein, I.B., Boonthum, C., & Magliano, J. P. (2010). Summarization: Constructing an ideal summary and Evaluating a student’s ummary using LSA. In the <i>Proceedings of the 23<sup>rd</sup> International Florida Artificial Intelligence Research Society (FLAIRS) Conference</i>, (pp. 295-296). Menlo Park, CA: The AAAI Press.</p><p>* McCrudden, M. T., Magliano, J. P., & Schraw, G. (2010). Exploring how relevancy instructions affect personal reading intentions, reading goals, and text processing: A mixed-methods study. <em>Contemporary Educational Psychology</em>, <em>35</em>, 229-241.</p><p>* <em><strong>Kurby, C.A</strong></em>., Magliano, J.P., Rapp, D.N. (2009). Those voices in your head: Activation of auditory images during reading. <em>Cognition</em>, 112, 457-461. </p><p>McNamara, D. S., & Magliano, J. P. (2009). Self-explanation and metacognition: The dynamics of reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser, (Eds.), <em>Handbook of Metacognition in Eduation</em> (pp. 60-81). Mahwah, NJ: Lawrence Erlbaum and Associates. </p><p>McNamara, D. S., & Magliano, J. P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed), <em>The psychology of learning and motivation</em>, vol. 51, (pp. 297-384). New York, NY, US: Elsevier Science*.*</p><p><em><strong>Boonthum, C.</strong></em>, Levinstein, I.B., McNamara, D.S., Magliano, J.P., & Millis, K.K. (2008). NLP techniques for intelligent tutoring systems. In J. Rabunal, J. Dorado, & A. Pazos (Eds), <em>Encyclopedia of Artificial Intelligence</em>,(pp. 1253-1258). Idea Group, Inc: Hershey, PA. </p><p>Magliano, J.P., & <em><strong>Perry, P.J.</strong></em> (2008). Individual differences in reading proficiencies and comprehension. In N.J. Salkind (Ed). <em>Encyclopedia of Educational Psychology</em>, <em>Vol. 2</em>, (pp., 511-517). Thousand Oaks, CA: Sage Publications, Inc.</p><p>* Magliano, J.P., Skowronski, J.J., Britt, M.A., Güss, C.D., & Forsythe, C. (2008). What do you want? How perceivers use cues to make goal inferences about others. <em>Cognition</em>, <em>106</em>, 594-632.</p><p><em><strong>Todaro, S.A</strong></em>., Magliano, J.P., Millis, K.K., McNamara, D.S., & <em><strong>Kurby, C.A.</strong></em> (2008). Assessing the structure of verbal protocols. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 607-612). Austin, TX: Cognitive Science Society.</p><p>* <em><strong>Gilliam, S</strong></em>., Magliano, J.P., Millis, K. K., Levinstein, I., & <em><strong>Boonthum, C.</strong></em> (2007). Assessing the format of the presentation of text in developing a Reading Strategy Assessment Tool (R-SAT). <em>Behavior Research Methods, Instruments, & Computers</em>, <em>39</em>, 199-204.</p><p>Millis, K.K., Magliano, J.P., <em><strong>Todaro, S</strong></em>., & McNamara, D.S. (2007). Assessing and improving comprehension with latent semantic analysis. In T. Landauer, D.S., McNamara, S. Dennis, & W. Kintsch (Eds.), <em>The Handbook of Latent Semantic Analysis</em> (pp. 207-225). Mahwah, NJ: Erlbaum.</p><p><a name="ole_link69"></a><a name="ole_link33"></a><a name="ole_link34"></a><a name="ole_link65"></a><a name="ole_link66"></a> Magliano, J.P., Millis, K.K., <em><strong>Ozurur, Y.</strong></em>, & McNamara, D.S. (2007). A multidimensional framework to evaluate assessment tools. <a name="ole_link78"></a><a name="ole_link79"></a>In D.S. McNamara (Ed.) <em>Reading comprehension strategies: Theories, interventions, and technologies</em>, (pp. 107-136). Mahwah, NJ: Erlbaum.</p><p>Magliano, J.P., Radvansky, G.A., & <em><strong>Copeland, D.E.</strong></em> (2007). Beyond language comprehension: Situation models as a form or autobiographical memory. <a name="ole_link31"></a><a name="ole_link32"></a>In F. Schmalhofer & C. Perfetti (Eds.) <em>Higher level language processes in the brain: Inference and comprehension processes</em>. (pp. 379-391). Lawrence Erlbaum Associates, Inc: Mahwah, NJ. </p><p>** Xu, X., Weimer-Hastings, K., Magliano, J.P., & Birner, B.J. (2007) Components of events and processes. <em>Memory &Cognition</em>, <em>35</em>, 317-325.</p><p><em><strong>Copeland, D. E.</strong></em>, Magliano, J. P., & Radvansky, G. A. (2006) Situation models in comprehension, memory, and augmented cognition. In C. Forsythe, M. Bernard, & T. Goldsmith (Eds). <em>Human Cognitive Models in System Design</em> (pp 37-66). Malwah, NJ: Erlbaum.</p><p>* Milllis, K.K., Magliano, J.P., & <em><strong>Todaro, S.</strong></em> (2006). Measuring discourse-level processes with verbal protocols and latent semantic analysis. <em>Scientific Studies of Reading</em>, <em>10</em>, 251-283.</p><p>* <em><strong>Muñoz, B</strong></em>., Magliano, J.P., <em><strong>Sheridan, R</strong></em>., & McNamara, D.S. (2006). Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools. <em>Behavior Research Methods, Instruments, & Computers</em>, <em>38</em>, 211-217*.*</p><p>* <em><strong>Kurby, C.A</strong></em>., Britt, M.A., & Magliano, J. P. (2005). The role of top-down and bottom-up processes in between-text integration. <em>Reading Psychology<a name="ole_link44"></a><a name="ole_link45"></a><a name="ole_link47"></a><a name="ole_link40"></a><a name="ole_link50"></a><a name="ole_link48"></a><a name="ole_link49"></a></em>, <em>26</em>, <a name="ole_link70"></a><a name="ole_link71"></a>335-362.</p><p>* <em><strong>Link, H.</strong></em>, <em><strong>Lane, T.,</strong></em> & Magliano, J.P. (2005). Models and model biases for automatically learning task switching behavior. <em>Foundations of augmented cognition</em>, 5, 510-119</p><p>* Magliano, J.P., Taylor, H.A., <em><strong>& Kim, H.J.</strong></em> (2005). When goals collide: monitoring the goals of multiple characters. <em>Memory & Cognition</em>, <em>33</em>, 1357-1367.</p><p>*Magliano, J.P., <em><strong>Todaro, S.</strong></em> Millis, K.K., Wiemer-Hastings, K., <em><strong>Kim, H.J.,</strong></em> & McNamara, D.S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. <em>Journal of Educational Computing Research</em>, <em>32</em>, 185-208.</p><p>* <a name="ole_link57"></a>Wolfe, M.B., Magliano, J.P., & <em><strong>Larsen, B.</strong></em> (2005). Causal and semantic relatedness in discourse understanding and representation. <em>Discourse Processes</em>, <em>39</em>, 165-187.</p><p>* Millis, K.K., <em><strong>Kim, H J.</strong></em>, <em><strong>Todaro, S.,</strong></em> Magliano, J., Wiemer-hastings, K., &McNamara, D. (2004). Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks. <em>Behavior Research Methods, Instruments, & Computers</em>, <em>36</em>, 213-221. </p><p>* <em><strong>Wahlberg, T</strong></em>., & Magliano, J. P. (2004). <a name="ole_link17"></a><a name="ole_link18"></a>The ability of high function individuals with autism to comprehend written texts. <em>Discourse Processes</em>, <em>38</em>, 119-144.** </p><p><a name="ole_link21"></a><a name="ole_link22"></a><a name="ole_link46"></a>* <a name="ole_link29"></a><a name="ole_link30"></a><em><strong>Kurby, C. A.</strong></em>, Wiemer-Hastings, K., <em><strong>Ganduri, N.</strong></em>, Magliano, J.P., Millis, K. K., & McNamara, D.S. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. <em>Behavior Research Methods, Instruments, & Computers</em>, <em>35</em>, 244-250.</p><p>*<a name="ole_link26"></a><a name="ole_link27"></a><a name="ole_link41"></a><a name="ole_link58"></a>Magliano, J.P., & Millis, K. K. (2003). Assessing reading skill with a think-aloud procedure. <em>Cognition and Instruction</em>,<em>21</em>, 251-283.</p><p>Magliano, J.P., & Pillow, B. H. (2002) Learning: causal reasoning. In J.W. Guthrie (Ed) <em>The encyclopedia of education</em> (2 d Edition), Macmillan Reference: New York, NY.</p><p><strong>*<a name="ole_link63"></a><a name="ole_link64"></a><strong>Magliano, J.P., Wiemer-Hastings, K., Millis, K. K., <em><strong>Munoz, B.D.</strong></em>, & McNamara, D. (2002). Using Latent semantic analysis to assess reader strategies. <em>Behavior Research Methods, Instruments, and Computers</em>, <em>34</em>, 181-188</strong>.</strong></p><p>Millis, K.K, Magliano, J.P., Wiemer,-Hastings, K., & McNamara, D. (2001). Using LSA in a computer-based test of reading comprehension. In J.D. Moore, C. Luckhardt-Redfield, & W.L. Johnson (Eds.), <em>Artificial intelligence in education: AI-ED in the wired and wilerless future: Vol. 68. Frontiers in artificial intelligence and applications</em>, (pp 583-585). Amsterdam, The Netherlands: IOS Press</p><p><a name="ole_link10"></a><a name="ole_link11"></a>*Magliano, J. P., <em><strong>Miller, J.</strong></em>, & Zwaan, R. A. (2001). Indexing space and time in film understanding. <em>Applied Cognitive Psychology</em>, <em>15</em>, 533-545.</p><p>* Magliano, J.P., & Radvansky, G.A. (2001). Goal coordination in narrative comprehension. <em>Psychonomic Bulletin and Review</em>, <em>8</em>, 372-376.</p><p><a name="ole_link59"></a><a name="ole_link60"></a>*Magliano, J. P., & <em><strong>Schleich, M.</strong></em> (2000). Verb aspect and situation models. <em>Discourse Processes</em>, <em>29</em>, 83-112.</p><p>*Millis, K. K., & Magliano, J. P. (1999). The co-influence of grammatical markers and reader goals on memory for short text. <em>Journal of Memory and Language</em>, <em>41</em>, 183-198.</p><p><em><strong>Langston, M. C.</strong></em>, Trabasso, T., & Magliano, J. P. (1999). Modeling on-line comprehension. In A. Ram and K. Moorman (Eds.), <em>Computational models of reading and understanding</em>, (pp. 181-226). Cambridge, MA: MIT Press.</p><p>Magliano, J. P. (1999). Revealing inference processes during text comprehension. In S. R. Goldman, A. C. Graesser & P. van den Broek (Eds.), <em>Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso</em>, (pp. 55-75). Mahwah, NJ: ErIbaum.</p><p>*<a name="ole_link4"></a><a name="ole_link5"></a>Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processes during comprehension. <em>Journal of Educational Psychology</em>, <em>91</em>, 615-629.</p><p>Magliano, J. P., & van den Broek, P. (1999). Reflections on a mentor, colleague, and friend. In S. R. Goldman, A. C. Graesser & P. van den Broek (Eds.), <em>Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso</em>, (pp. 11-14). Mahwah, NJ: Erlbaum.</p><p><a name="ole_link61"></a><a name="ole_link62"></a> Magliano, J. P., Zwaan, R. A., & Graesser, A. C. (1999). The role of situational continuity in narrative understanding. In S. R. Goldman & H. van Oostendorp (Eds.), <em>The construction of mental representation during reading,</em> (pp. 219-245). Mahwah, NJ: Erlbaum.</p><p>Magliano, J. P., <em><strong>Schleich, M. C</strong></em>., & Millis, K. K. (1997). Discourse process and its relevance to the web. In C. Forsythe, E. Grose, and J. Ratner (Eds.), <em>Human factors and web development</em>, (pp. 45-61). Mahwah, NJ: Erlbaum.</p><p>*Golding, J. M., Magliano, J. P., & Baggett, W. (1996). Answering when questions about future events. <em>Discourse Processes</em>, <em>20</em>, 249-271.</p><p>Magliano, J. P., Baggett, W. B., & Graesser, A. C. (1996). A taxonomy of inference categories that may be generated during the comprehension of literary texts. In R. J. Kreuz & MacNealy (Eds.), <em>Empirical approaches to literature and aesthetics</em>, (pp. 201-220). Norwood, NJ: Ablex.</p><p>*<a name="ole_link6"></a><a name="ole_link7"></a><a name="ole_link12"></a><a name="ole_link82"></a><a name="ole_link83"></a>Magliano, J. P., Dijkstra, K., & Zwaan, R. (1996). Generating predictive inferences while viewing a movie. <em>Discourse Processes</em>, <em>22</em>, 199-224.</p><p>*Trabasso, T., & Magliano, J. P. (1996). Conscious understanding during text comprehension. <em>Discourse Processes</em>, <em>21</em>, 255-288.</p><p>Trabasso, T., & Magliano, J. P. (1996). How do children understand what they read and what can we do to help them? In M. Grades, P. van den Broek, & B. Taylor (Eds.), <em>The first R: A right of all children</em>, (pp 160-188). NY: Columbia University Press.</p><p>*Dijkstra, K., Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Character and reader emotions in literary narrative. <em>Poetics</em>, <em>23</em>, 139-157.</p><p>Graesser, A. C., Bertus, E. L., & Magliano, J. P. (1995). Inference generation during the comprehension of narrative text. In E. J. O’Brien & R. F. Lorch (Eds.), <em>Sources of Coherence in Text Comprehension</em>. Hillsdale, NJ: Erlbaum.</p><p>*Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one-to-one tutoring. <em>Applied Cognitive Psychology</em>, <em>9</em>, 495-522.</p><p>*Magliano, J. P., Cohen, R., Allen, G. L., & Rodrique, J. R. (1995). The impact of a wayfinder’s goal on learning a new environment: Different types of spatial knowledge as goals. <em>Journal of Environmental Psychology</em>, <em>15</em>, 65-75.</p><p>Trabasso, T., & Magliano, J. P. (1995). Understanding emotional understanding. In N. Frijda (Ed.), <em>The Proceedings of the International Society of Research on Emotions</em>. Hillsdale, NJ: Erlbaum.</p><p>*Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation model construction in narrative comprehension. <em>Journal of Experimental Psychology: Learning, Memory, and Cognition</em>, <em>21</em>, 386-397.</p><p>Graesser, A. C., Magliano, J. P., & Haberlandt, K. (1994). Psychological studies of naturalistic text. In H. van Oostendorp & R. A. Zwaan (Eds.), <em>Naturalistic text comprehension</em>, (pp. 9-33). Norwood, NJ: Ablex.</p><p>*Person, N. K., Graesser, A. C., Magliano, J. P., & Kreuz, R. J. (1994). Inferring what the student knows in one-to-one tutoring: The role of student questions and answers. <em>Learning and Individual Differences</em>, <em>6</em>, 205-230.</p><p>*<a name="ole_link3"></a>Magliano, J. P. Baggett, W. B., Johnson, B. K., & Graesser, A. C. (1993). The time course in which causal antecedent and causal consequence inferences are generated. <em>Discourse Processes</em>, <em>16</em>, 35-53.</p><p>*Magliano, J. P., Graesser, A. C., Eymard, L. A., Haberlandt, K., & Gholson, B. (1993). The locus of interpretive and inference processes during text comprehension: A comparison of gaze durations and word reading times. <em>Journal of Experimental Psychology: Learning, Memory, and Cognition</em>, <em>19</em>, 704-709.</p><p>*Magliano, J. P., Little, L. D., & Graesser, A. C. (1993). The impact of comprehension instruction on the calibration of comprehension. <em>Literacy Research and Instruction</em>, <em>32</em>, 49-63.</p><p>Golding, J. M., Magliano, J. P., & Hemphill, D. (1992). WHEN: A model for answering when-questions about future events. In T. Lauer, E. Peacock, & A. C. Graesser (Eds.), <em>Questions and information systems</em>. Hillsdale, NJ: Erlbaum.</p><p>Graesser, A. C., Magliano, J. P., & Tidwell, P. (1992). World knowledge, inferences, and questions. In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), <em>Multidisciplinary perspectives on literary research</em>. Urbana, IL: National Council for the Teaching of English.</p><p>Graesser, A. C., & Magliano, J. P. (1991). Cognition and context. In R. Cohen and A. W. Siegel (Eds.), <em>Context and development.</em> Hillsdale, NJ: Erlbaum.</p><p>*Magliano, J. P., & Graesser, A. C. (1991). A three-pronged method for studying inference generation in literary text. <em>Poetics</em>, <em>20</em>, 193-232.</p>]]></content>
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