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We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
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Máñez Ignacio Vidal-Abarca Eduardo Kendeou Panayiota Martínez Tomás 《Metacognition and Learning》2019,14(1):65-87
Metacognition and Learning - The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks.... 相似文献
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David N. Rapp Paul van den Broek Kristen L. McMaster Panayiota Kendeou Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312
Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers. 相似文献
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Panayiota Kendeou Timothy C. Papadopoulos Marianna Kotzapoulou 《Reading and writing》2013,26(2):189-204
The main aim of the present study was to empirically test the emergence of the Simple View of Reading (SVR) in a transparent orthography, and specifically in Greek. To do so, we examined whether the constituent components of the SVR could be identified in young, Greek-speaking children even before the beginning of formal reading instruction. Our investigation focused on Kindergarten children and examined the dissociation of decoding-related and language comprehension skills using Exploratory Factor Analysis. All children were administered a battery of decoding-related and comprehension measures. The analysis demonstrated that comprehension and decoding-related measures loaded as distinct factors in young Greek-speaking children and that the two factors were weakly correlated. The present findings provide important support for the validity of the SVR framework as a model of reading skills acquisition in a language with a transparent orthography, such as Greek. 相似文献
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Kalypso Iordanou Krista R. Muis Panayiota Kendeou 《Journal of Experimental Education》2013,81(4):531-551
Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge test and an instrument assessing their epistemic perspective. Results showed that participants who exhibited an evaluativist epistemic perspective and high prior knowledge used the epistemic standard of scientific research more than participants who held a nonevaluativist epistemic perspective. Furthermore, an age-related developmental difference was observed, with adults using the epistemic standard of scientific research more than young adolescents. Domain differences were observed in both participants’ epistemic perspectives and online epistemic processing. Participants overall engaged in online epistemic processing of evidence more in the history topic than in the science topic. 相似文献
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Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading comprehension. Next, we review and synthesize empirical evidence in the extant literature for the involvement of core components of EF in reading comprehension processes under different reading conditions and across different populations. In conclusion, we propose that EFs may help explain complex interactions between the reader, the text, and the discourse situation, and call for both existing and future models of reading comprehension to include EFs as explicit components. 相似文献
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Panayiota Kendeou Catherine Bohn‐Gettler Mary Jane White Paul Van Den Broek 《Journal of Research in Reading》2008,31(3):259-272
In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills. 相似文献
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Panayiota Kendeou Paul van den Broek Anne Helder Josefine Karlsson 《Learning disabilities research & practice》2014,29(1):10-16
Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials. 相似文献