S0033 · kintsch_comprehension · reviewed work family; occurrence membership machine-normalized

Kintsch Discourse-Comprehension Models and Experiments

Reviewed canonical citation: Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. With van Dijk, T. A., & Kintsch, W. (1983), Strategies of Discourse Comprehension (Academic Press), and Kintsch, W., & Keenan, J. (1973), Cognitive Psychology, 5(3), 257-274.

theoretical model independent9 occurrences across 4 books · load 36

Reviewed source identity

Kintsch Discourse-Comprehension Models and Experiments · work family

Review authority: Codex multi-agent D1-D2 primary-source audit; not human-signed

Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. With van Dijk, T. A., & Kintsch, W. (1983), Strategies of Discourse Comprehension (Academic Press), and Kintsch, W., & Keenan, J. (1973), Cognitive Psychology, 5(3), 257-274.

Primary reviewed work · theoretical model

The Role of Knowledge in Discourse Comprehension: A Construction-Integration Model

Walter Kintsch · 1988 · Psychological Review

construction-integration model foregrounded in Dossier 1

doi.org/10.1037/0033-295X.95.2.163 · checked record

Review state: full text read

Related family member · theoretical model

Strategies of Discourse Comprehension

Teun A. van Dijk, Walter Kintsch · 1983 · Academic Press

book represented by multiple corpus references

Review state: bibliographic identity checked; primary text not read

Related family member · study

Reading Rate and Retention as a Function of the Number of Propositions in the Base Structure of Sentences

Walter Kintsch, Janice Keenan · 1973 · Cognitive Psychology

reading-time and retention experiment cited in the early corpus

doi.org/10.1016/0010-0285(73)90036-4

Review state: crossref metadata checked; primary full text not read

Related family member · theoretical model

The Representation of Meaning in Memory

Walter Kintsch · 1974 · Lawrence Erlbaum Associates

book explicitly named by a 1977 corpus occurrence

checked record

Review state: bibliographic identity checked; primary text not read

Related family member · study

Comprehension and Recall of Text as a Function of Content Variables

Walter Kintsch, E. Kozminsky, W. J. Streby, Gail McKoon, Janice M. Keenan · 1975 · Journal of Verbal Learning and Verbal Behavior

1975 experiment underlying Hirsch's 1977 reading-time table

doi.org/10.1016/S0022-5371(75)80065-X

Review state: publisher metadata and abstract checked; primary full text not read

Rejected automated match

10.1353/lan.1986.0098 — This is a review of Strategies of Discourse Comprehension, not a member work in the Kintsch source family.

Identity boundary still open

Two later occurrences say only Kintsch and van Dijk or a half-century of psycholinguistics; they cannot be assigned safely to a single checked family member.

Used in Dossier 1

Kintsch 1988 construction-integration model · supports A1, supports A3, challenges theoretically A6

Role

comprehension architecture

Access / review

full primary paper; primary read — Full primary paper, including the construction-integration architecture, simulations, stated limitations and conclusion

Independence for this use

primary independent

No dossier-specific basis recorded.

Can establish

Kintsch's model combines text information with language and world knowledge while explicitly positing weaker general construction rules and a context-sensitive integration process; it therefore supports knowledge dependence while opposing a blanket denial of general comprehension processes.

Cannot establish

The empirical size of a knowledge or curriculum effect, that general processes are teachable as a freestanding proficiency, or relative instructional returns.

Open limitation: This is a theoretical computational architecture with restricted simulations, not a direct intervention test; the distinction between a general process and a broadly teachable skill remains essential.

Open the checked external record

Return to the D1 investigation context

Bears on

Canonical propositions this source was matched as evidence for.

P02 — Understanding a text requires background knowledge that the text does not supply, because writers necessarily leave unstated whatever the…

P16 — Prose quality is objectively assessable rather than a matter of taste or ideology: of two texts conveying the same intended meaning, the …

How Hirsch uses it

Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.

1977 · The Philosophy of Composition

A statistical table showing a 20% to 105% increase in reading time when many thematic tags are used instead of few.

direct Passages that use relatively many thematic tags to represent the same number of propositions cause a significant increase in reading time per proposition recalled.

ch 4 · statistical_data · poc:ch4_E66

Warrant (implicit): A consistent percentage increase in reading time across diverse texts establishes a stable psychological correlation between lexical variety and cognitive processing cost.

could fail ifThe statistical median may obscure significant variance where high-tag passages are only slower because they involve more complex syntactic structures.

Research on the representation of meaning in memory, specifically regarding synonymous passages and thematic tags.

direct Walter Kintsch's work on extended discourse is the most promising work in current psychological literature regarding prose.

ch 4 · empirical_study · poc:ch4_E68

Warrant (implicit): The quality and promise of a psychological theory of prose are best measured by its ability to model the relationship between semantic memory and textual representation.

could fail ifA model focused strictly on memory representation may fail to account for the emotional, aesthetic, or rhetorical dimensions that also define 'good' prose.

2006 · The Knowledge Deficit

Cognitive science consensus on 'situation models' and domain-specific knowledge.

direct Reading comprehension consists of constructing a mental 'situation model' by integrating prior knowledge with the text.

ch 1 · expert_testimony · kd:ch1_E28

Warrant (explicit): Scientific consensus on the mechanics of cognitive processing should serve as the foundational justification for educational theories regarding comprehension.

could fail ifLaboratory findings in cognitive science may not translate directly into effective classroom instruction due to the complex social variables of a school environment.

Cognitive psychology research on the construction of situation models during text processing.

direct Verbal comprehension essentially consists of forming a mental situation model.

ch 2 · empirical_study · kd:ch2_E20

Warrant (implicit): A consensus in psychological research over a long period of time provides a sufficient basis for defining the fundamental nature of a cognitive process.

could fail ifThe 'mental situation model' might be a useful metaphor for output rather than a literal description of the neurological or cognitive mechanism of comprehension.

A 'half-century of work in psycholinguistics' regarding verbal comprehension and situation models.

direct Verbal comprehension essentially consists of forming a mental situation model.

ch 2 · statistical_data · kd:ch2_E25

Warrant (implicit): Scientific consensus established over a fifty-year period constitutes a proven theoretical fact.

could fail ifThe field of psycholinguistics may have a 'file drawer' problem or a replication crisis that undermines the longevity of its consensus.

2016 · Why Knowledge Matters

The 'Situation Model' theory describing how readers construct meaning using prior knowledge.

direct The meaning of a text is constructed by combining presented information with the reader's existing knowledge to form a situation model.

ch 4 · empirical_study · wkm:ch4_E50

Warrant (explicit): Reading comprehension is an active process of mental modeling that is impossible without the reader's prior possession of relevant facts.

could fail ifA well-written text can provide enough internal explanation and context for a reader to build a situation model even without extensive prior knowledge of the topic.

The theoretical framework explaining that meaning is constructed from text-provided info and reader-contributed info.

direct The meaning of a text is constructed by combining presented information with the reader's existing knowledge to form a situation model.

ch 4 · expert_testimony · wkm:ch4_E55

Warrant (explicit): Meaning is not contained entirely within the text but emerges from the interaction between textual cues and the reader's pre-existing mental schemas.

could fail ifReaders may construct idiosyncratic 'situation models' that are coherent to them but do not accurately reflect the author's intended meaning or the propositional content of the text.

2020 · How to Educate a Citizen

Cognitive science research showing that text comprehension requires prior knowledge of the subject matter.

direct Information required to understand a text is frequently not provided by the text itself but must be drawn from the reader's prior knowledge.

ch 5 · empirical_study · how-to-educate-a-citizen:ch5_E17

Warrant (explicit): Successful communication depends on the recipient's ability to supply the implicit logical gaps and context that authors omit for the sake of brevity.

could fail ifText comprehension can also fail due to poor syntactic processing or a lack of decoding fluency, even when the reader possesses the necessary background knowledge.

The observation by psychologists that text comprehension relies on implicit information drawn from the reader's prior knowledge.

direct Communication through implication only works if the speaker and listener share the same knowledge and assumptions.

ch 5 · expert_testimony · how-to-educate-a-citizen:ch5_E18

Warrant (explicit): If a cognitive process like text comprehension consistently requires the retrieval of unstated information, then that process is fundamentally dependent on shared knowledge between the creator and the consumer.

could fail ifAmbiguity in natural language often allows for multiple valid interpretations, meaning a shared 'wavelength' might lead to a different conclusion than the author intended.

Endnote numbers seen

Raw book:chapter:endnote references collected during endnote backfill.

poc:4:46wkm:4:60

Raw source_reference strings seen

As they appeared before normalization/consolidation into this source identity.

Hirsch, Table 1 based on Kintsch (1975)
Kintsch, Walter. The Representation of Meaning in Memory (1974)
Teun A. van Dijk and Walter Kintsch (1983)
Teun van Dijk and Walter Kintsch, Strategies of Discourse Comprehension (1983)
Walter Kintsch and Teun A. van Dijk