排序方式： 共有83条查询结果，搜索用时 46 毫秒
81.
Measuring strategic processing when students read multiple texts 总被引：1，自引：0，他引：1
This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates
who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing
on strategic multiple-text processing in that specific task context. Two dimensions were identified through factor analysis:
one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration.
In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding
to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information
and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge
had been removed. 相似文献
82.
Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts 总被引：1，自引：0，他引：1
Ivar Brten Helge I. Strms Marit S. Samuelstuen 《Contemporary educational psychology》2008,33(4):814-840
In a sample of 135 Norwegian education undergraduates, we examined the effects of topic-specific epistemic beliefs concerning the simplicity and source of knowledge on deep-level understanding of multiple expository texts about the same topic—climate change. The results showed that students holding sophisticated simplicity beliefs, viewing knowledge about climate change as complex, gained better multiple-text understanding than did students holding naïve simplicity beliefs, viewing knowledge about climate change as simple. However, students holding sophisticated source beliefs, viewing knowledge about climate change as personal construction, performed poorer than did students holding naïve source beliefs, viewing knowledge about climate change as transmitted from experts. Moreover, students believing knowledge to be complex and, simultaneously, relying on expert authors were at a particular advantage with respect to multiple-text understanding. Thus, in this complex reading-task context, source beliefs usually located at the sophisticated ends of epistemic belief continuums turned out to be maladaptive, presumably because they distracted from the building of a high-quality representation of author and text meaning. 相似文献
83.