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European Journal of Psychology of Education - The purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document... 相似文献
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Tarchi Christian Surian Alessio Daiute Colette 《European Journal of Psychology of Education - EJPE》2019,34(4):873-894
European Journal of Psychology of Education - This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional... 相似文献
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Pinto Giuliana Bigozzi Lucia Vezzani Claudio Tarchi Christian 《European Journal of Psychology of Education - EJPE》2017,32(4):571-587
European Journal of Psychology of Education - This study explores the predictivity of an emergent literacy model on the acquisition of reading in primary school in a language with a transparent... 相似文献
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Tarchi Christian Surian Alessio 《European Journal of Psychology of Education - EJPE》2022,37(1):123-140
Universities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.
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Christian Tarchi 《Cultura y Educación》2019,31(2):369-406
AbstractIn the twenty-first century, people have access to a great wealth of knowledge to solve information-based problems. However, sources might include misinformation, a phenomenon also called ‘fake news’. In this study, the contribution of students’ affective engagement and behaviour disposition on Italian university students’ multiple-document comprehension will be investigated. In specific, the focus was put on trustworthiness judgements and use of justification criteria when reading documents on the controversial topic of vaccination. Participants were 289 university students. The procedure included four steps. Firstly, students were administered the tests measuring prior beliefs, topic interest and prior knowledge. Secondly, students read six documents varying by position towards vaccination and reliability. Thirdly, students were asked to report their use of processing strategies. Finally, students were asked to judge the trustworthiness of the six documents and report to what extent they had relied on specific trustworthiness criteria. Overall results confirmed the existence of four default stances adopted to complete the reading task, which are significantly associated with trustworthiness judgements. Students’ affective engagement should be targeted by enhancing their topic interest, and intervention should promote cross-document strategic processing. 相似文献
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Pinto Giuliana Tarchi Christian Bigozzi Lucia 《European Journal of Psychology of Education - EJPE》2020,35(1):137-154
European Journal of Psychology of Education - This study presents an original genre awareness intervention for kindergarten children. The efficacy of the intervention was tested on children’s... 相似文献
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Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment. 相似文献
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Christian Tarchi 《Learning and individual differences》2010,20(5):415-420
Text comprehension plays a fundamental role in the processes of acquisition, sharing, and construction of knowledge. Most definitions share the focus on the interaction between text and reader's prior knowledge. In this paper both direct and indirect effects of prior knowledge on reading comprehension have been analyzed, along with other components. Participants were 149 7-graders. Data showed that comprehension of different texts is predicted by different sets of components. Prior knowledge plays a central role, influencing comprehension both, directly and indirectly through the mediation of inferences. 相似文献
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