Refutation texts enhance spontaneous transfer of knowledge |
| |
| Institution: | 1. Leiden University, Department of Education and Child Studies, the Netherlands;2. University of Minnesota, Department of Educational Psychology, United States |
| |
| Abstract: | In this study, we investigated whether refutation texts (i.e., texts that explicitly state and refute a misconception) facilitate spontaneous transfer of revised knowledge to new situations. In Experiments 1 and 2, students read refutation, transfer, and non-refutation texts. Transfer texts were either preceded by refutation (Experiment 1) or non-refutation texts (Experiment 2). In both experiments, comprehension of the transfer texts required activation and use of the correct belief. Each text contained a target sentence that was consistent with the correct belief. In both experiments, reading times of the target sentences were collected and compared to provide an implicit measure of transfer. Additionally, a transfer problem test was also administered after reading the texts to assess transfer in a more explicit way. The results revealed that refutation texts are more effective in facilitating revision and spontaneous transfer of revised knowledge than non-refutation texts. These results add to the growing body of evidence for the applicability of using refutation texts in revising misconceptions. |
| |
| Keywords: | Transfer Refutation text Transfer text Knowledge revision |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
