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1.
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text. 相似文献
2.
Two dimensions of students’ beliefs about meaning construction in reading processes, transmission and transaction beliefs, were studied. According to transmission beliefs, the reader’s task is to understand the author’s intended meaning, while transaction beliefs assign to the reader the role of active meaning constructor. Students’ beliefs were ascertained by means of a questionnaire (Schraw, 2000), and the effects of these beliefs on narrative text comprehension and interpretation were examined. The first study, involving 52 students in grade 11, showed that transaction beliefs positively affected text interpretation in the form of personal and thematic responses. Study 2, involving 202 students in grades 7 and 11, revealed the influence of transaction beliefs on text comprehension, thematic, and personal interpretative responses, and overall meaning construction. It also showed the positive effects of giving specific rather than generic instructions for the interpretative task. Moreover, grade level significantly affected text comprehension and interpretation. Finally, differences in student performances were also related to the type of high school they were enrolled in. 相似文献
3.
The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)—and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization strategy instructions (yes vs. no) as experimental factors. The main dependent variable was science text comprehension, measured by a multiple-select test and a transfer test. Participants were 90 (Exp. 1) and 71 (Exp. 2) students (grade 10). The results of both experiments showed positive effects of the drawing strategy instructions and negative effects of the text-focused strategy instructions without interactions. These results are consistent with the mental model approach to comprehension, showing advantages of drawing activity in fostering science text comprehension. 相似文献
4.
This article investigates whether different formats of visualizing information result in different mental models constructed
in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented
tasks, and how these visualization effects can be modified by further external representations during task performance. A
total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously
on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet
(carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle
(circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization
groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved
the tasks without an external representation. The findings indicate that the form of visualization affects the structure of
mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks
based only on their mental representations acquired during their previous learning. However, these effects decrease, when
further external representations are made available to the learners. The findings are discussed within a broader framework
of learning with multiple external representations. 相似文献
5.
Cordula Artelt Ulrich Schiefele Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2001,16(3):363-383
Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The combined and specific effects of proximal and distal variables from small-scale psychological research as well as from large-scale educational studies on each text comprehension measure were investigated. Metacognitive knowledge, decoding speed, and the number of books at home (as an indicator for family background) were found to have specific and large effects on on-line comprehension and accounted for 46 percent of the variance with the highest effects for metacognition. Metacognitive knowledge was also highly predictive when the effects of specific prior knowledge and thematic interest on memory-based text comprehension were estimated simultaneously. In addition, students who showed relative strength in building up a coherent representation of specific texts (memory-based text comprehension) were characterised by high amounts of prior knowledge and thematic interest thereby underlining the importance of these student characteristics for learning. 相似文献
6.
The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision‐making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011 相似文献
7.
Stéphanie Caillies Guy Denhière 《European Journal of Psychology of Education - EJPE》2001,16(1):17-31
Our purpose was to compare the effect of two types of textual semantic coherence — causal and teleological — on the organization of the mental representation elaborated after reading by learners with different levels of prior knowledge. Beginners, Intermediates and Advanced in computer domain read either the causal or the teleological version of a text describing three functions of a text editor, then performed a cued recall and a recognition task. We assumed that Advanced learners build a mental representation of the domain organized in a hierarchical goal/sub-goals structure, whereas Beginners and Intermediates have a mental representation organized in a causal path. If this is so, the results should indicate a significant interaction between prior knowledge and the semantic coherence of the texts: for the Advanced learners, recall and recognition of the teleological text should be better, whereas for the Beginners and Intermediates, the reverse was expected. As we assumed, results indicated that a teleological organization of textual information facilitated the comprehension of Advanced participants while a temporal-causal organization facilitated the comprehension of Beginner and Intermediate participants. The Construction-Integration model of Kintsch (1988, 1998) was used to, simulate the recall results and to reproduce the effect of prior knowledge on the retrieval of textual information. 相似文献
8.
Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional construct—including school‐based involvement, home‐based involvement, and academic socialization—and examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15–17 years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement. 相似文献
9.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
10.
《Journal of Experimental Education》2012,80(4):199-206
This study examined the effects of selected reader and task variables on reading comprehension performance. Fifty deaf students and 61 hearing students of comparable reading skill level were blocked by cognitive style scores into field dependent or field independent groups. Subjects read 12 passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. The passage questions tapped both text-explicit and text-implicit information. Several reader and task interaction effects were found to be significant, particularly for lookback conditions and constructed-response tasks. Moreover, cognitive style interacted with hearing state on tasks involving lookback options. Implications are drawn for further consideration of differential test administration and training in test-taking skills for certain types of readers. 相似文献
11.
Björn B. de Koning Lisanne T. Bos Stephanie I. Wassenburg Menno van der Schoot 《Educational Psychology Review》2017,29(4):869-889
This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n?=?75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n?=?51) received the schools’ regular reading comprehension instructions (control training group). Pre-to-posttest differences in general reading comprehension, reading motivation, and mental simulation (distinguishing between perceptual and motor simulation) were examined to evaluate the trainings’ effectiveness. Compared to the control group, children who had received the mental simulation training showed improved performance on general reading comprehension (in Grade 3) and scored higher on reading motivation (in Grades 3 and 4). There were no performance differences between groups on the mental simulation measures. These findings indicate that it is beneficial for children to encourage and teach them to connect their sensorimotor experiences to the text they are reading. 相似文献
12.
Summary versus argument tasks when working with multiple documents: Which is better for whom? 总被引：1，自引：0，他引：1
Laura Gil Ivar Bråten Eduardo Vidal-Abarca Helge I. Strømsø 《Contemporary educational psychology》2010
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed. 相似文献
13.
Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core Academic Language Skills (S-CALS) and academic vocabulary to the quality of written argumentation and explanation. For this study, 126 Chilean 8th grade students produced an argumentative text and an explanatory text about the same topic. In addition, their academic vocabulary was assessed with the S-AVoc-T test and their CALS with the S-CALS-I test. Results show that both CALS and academic vocabulary are significantly and positively correlated with both writing tasks. Even though these instruments make different contributions to the predictive models in each discursive genre, a Principal Component Analysis revealed that the model that best explains writing quality are those which combine both language variables, namely Spanish Core Academic Language and Vocabulary Skills (S-CALVS). In argumentation, the S-CALVS model explains 29% of the variance, after controlling by gender. In contrast, in explanation, S-CALVS explains 35% of the variance. It is concluded that it is relevant to develop situated writing in each discursive genre and, upon that basis, to work with both CALS and academic vocabulary, because they have a specific impact on academic texts writing. 相似文献
14.
Keiichi Kobayashi 《Learning and individual differences》2009,19(1):130-134
This study examined the influence of three personal factors, namely, prior knowledge about the text topic, external strategy use during reading, and experience in college, on students' comprehension of the relations among controversial texts. Eighty-six 1-year and 80 3-year undergraduate students answered a questionnaire assessing topic knowledge. One week later, they read two controversial texts and then completed two tasks assessing their comprehension of intertextual relations and recall of intratextual arguments respectively. The results indicated that topic knowledge influenced the comprehension of intertextual relations through enhancing the processing of intratextual arguments. The production of summary notes during reading had indirect and direct positive effects. Longer experience in college led to a better understanding of intertextual relations. 相似文献
15.
Tatsushi Fukaya 《Metacognition and Learning》2013,8(1):1-18
The ability to monitor the status of one’s own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students’ metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups. 相似文献
16.
The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 × 2 design with representation mode (verbal vs. pictorial) and learning activity (self-generating vs. studying) as experimental factors. The main dependent variables were learning performance, measured by a comprehension and a transfer test, and strategy use, measured by self-report scales. Seventy-one students (Grade 10) participated in the study. The results showed that studying predefined summaries in a pictorial representation mode facilitated deep understanding. Furthermore, mediation analysis showed that the effect of representational mode was mediated by students' spatial representations of learning content. The effect of spatial representations was in turn facilitated by mental imagery activities. 相似文献
17.
The present study investigated the effects of motivational instructions on interest, test anxiety, and text learning. Instructions to facilitate intrinsic and extrinsic motivation were compared with a “neutral” instruction. The sample consisted of 375 ninth-graders. Text-related interest and test anxiety were assessed before and after the experimental instruction as well as after the text has been read. An inference verification test was administered to assess students' situational text representation. The results showed the expected effects of type of instruction on interest and test anxiety when measured directly after the treatment. With respect to the situational text representation, no significant main effects were obtained. Instead, the experimental instructions interacted significantly with gender and pretest interest. The hypothesized effects of type of instruction on the situational text representation were only observed for girls and for students with high pretest interest. 相似文献
18.
William Lan 《教育心理学》2005,25(1):109-127
To investigate students' self‐monitoring practice and effects of educational level and task importance on self‐monitoring, 510 students, varying in educational level from elementary through graduate school, reported the self‐monitoring strategies they employed in three learning situations with different levels of task importance. The study identified six self‐monitoring strategies used by students but found a low involvement in self‐monitoring at all educational levels. It was found that older students used more complex self‐monitoring strategies more frequently than younger students. The study also showed that students' self‐monitoring increased with task importance. The self‐monitoring deficiencies that students experienced in difficult learning tasks were attributed to the lack of a system of self‐monitoring. Educational applications of teaching self‐monitoring strategies and developing self‐monitoring systems for difficult learning tasks were discussed. 相似文献
19.
Christiane Baadte Friederike Kurenbach 《European Journal of Psychology of Education - EJPE》2017,32(1):113-131
In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and thirty-seven fifth graders first completed either easy or difficult text/picture comprehension tasks and then rated their learning outcome. After that, they received bogus feedback that had been congruent or incongruent with their expectations. In addition, half of the participants were given the opportunity for self-affirmation before they completed additional easy or difficult text/picture tasks. As predicted, feedback better than expected or worse than expected impaired performance in the resource-sensitive tasks but only in the self-affirmation condition. The results are discussed with regard to central assumptions of the feedback intervention theory (Kluger and DeNisi, Psychological Bulletin, 119: 254–284, 1996) and practical implications for the provision of feedback. 相似文献
20.
Carolyn Yvonne Haslam Richard Joseph Hamilton 《International Journal of Science Education》2013,35(13):1715-1737
This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety‐six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post‐test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand. 相似文献