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Relevance Before, During, And After Discourse Experiences

  • David N. Rapp and Matthew T. McCrudden
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Relevance and Irrelevance
This chapter is in the book Relevance and Irrelevance

Abstract

Relevance plays an important role when we prepare to read, during our reading activities, and even after reading is completed. The current chapter highlights empirical research on this role for relevance based on work in cognitive and educational psychology. Multi-method projects from these fields have usefully identified the underlying cognitive processes enacted as readers engage with texts, as well as the behavioral consequences of those processes. The accumulating findings have informed understandings of the nature of our discourse experiences. The goal of this work, and the current chapter, is to provide a theoretical account of relevance as related to discourse comprehension and production, as well as to support the design of instructional activities and interventions.

Abstract

Relevance plays an important role when we prepare to read, during our reading activities, and even after reading is completed. The current chapter highlights empirical research on this role for relevance based on work in cognitive and educational psychology. Multi-method projects from these fields have usefully identified the underlying cognitive processes enacted as readers engage with texts, as well as the behavioral consequences of those processes. The accumulating findings have informed understandings of the nature of our discourse experiences. The goal of this work, and the current chapter, is to provide a theoretical account of relevance as related to discourse comprehension and production, as well as to support the design of instructional activities and interventions.

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