Natural language understanding often requires deep semantic knowledge. Expanding on previous proposals, we suggest that some important aspects of semantic knowledge can be modeled as a language model if done at an appropriate level of abstraction. We develop two distinct models that capture semantic frame chains and discourse information while abstracting over the specific mentions of predicate...

Several large cloze-style context-questionanswer datasets have been introduced recently: the CNN and Daily Mail news data and the Children’s Book Test. Thanks to the size of these datasets, the associated text comprehension task is well suited for deep-learning techniques that currently seem to outperform all alternative approaches. We present a new, simple model that uses attention to directly...

Reading comprehension can be seen as a process dependent on the interaction of 'topdown' and 'bottom-up' processes. An important, but neglected, feature of this process concerns the effects of rhetorical organization. This article describes an experiment in which four rhetorically different texts, with identical subject matter, were read by 490 Hong Kong Chinese school children (mean age 14.1),...

An incremental dependency parser’s probability model is entered as a predictor in a linear mixed-effects model of German readers’ eye-fixation durations. This dependencybased predictor improves a baseline that takes into account word length, n-gram probability, and Cloze predictability that are typically applied in models of human reading. This improvement obtains even when the dependency parse...

Fill-in-the-blank questions are one of the main assessment devices in REAP.PT tutoring system. The problem of automatically generating the stems, i.e. the sentences that serve as basis to this type of question, has been studied mostly for English, and it remains a challenge for a language as morphologically rich as European Portuguese (EP), for which additional data scarcity problems arise. To ...

The present study investigated children's comprehension of reading material which was of either highor low-interest. Previous research indicates that children comprehend more of highthan low-interest material when each child is given a mixture of both types of material. This effect could be due to a contrast effect whereby children selectively respond to the more appealing passages in their set...