Abstract How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later […]

Abstract While a large body of work in sentence comprehension has explored how different types of linguistic information are used to guide syntactic parsing, less is known about the effect of discourse structure. This study investigates this question, focusing on the main and subordinate discourse contrast manifested in the distinction between restrictive relative clauses (RRCs) […]

Abstract Models of word meaning that exploit patterns of word usage across large text corpora to capture semantic relations, like the topic model and word2vec, condense word-by-context co-occurrence statistics to induce representations that organize words along semantically relevant dimensions (e.g., synonymy, antonymy, hyponymy, etc.). However, their reliance on latent representations leaves them vulnerable to interference, […]