Impact of question-answering tasks on search processes and reading comprehension |
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| Authors: | Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil |
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| Institution: | 1. Faculty of Psychology, Catholic University of Valencia, C/Guillem de Castro 94, 46003 Valencia, Spain;2. Department of Educational Psychology, University of Valencia, Avda. Blasco Ibanez 21, 46010 Valencia, Spain;1. College of Saint Benedict - Saint John''s University, Education Department. 37 South College Avenue, St. Joseph, MN 56374, United States;2. University of Minnesota, Department of Educational Psychology. 56 East River Rd., Minneapolis, MN 55455, United States |
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| Abstract: | This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. |
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