Learning from texts: Effects of prior knowledge and text coherence
Learning from texts: Effects of prior knowledge and text coherence
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DOI：
10.1080/01638539609544975
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发表时间：
1996-10-01
影响因子：
2.2
通讯作者：
Kintsch, W
中科院分区：
文献类型：
--
作者：
McNamara, DS;Kintsch, W
两个实验的理论动机是建构-整合理解模型(W.Kintsch，1988)，考察了先验知识对高连贯和低连贯历史文本学习的影响。在实验1中，通过自由回忆、多项选择题和关键词分类任务来检验被试的理解能力。在回忆和多项选择题上的高连贯性课文具有优势。然而，高知识的读者在阅读连贯程度较低的文本后，在分类任务上表现得更好。在实验2中，通过开放式问题和分类任务来检验被试的理解能力，包括即刻和延迟一周后的分类任务。没有发现延迟的影响，以前的排序任务结果无法复制。正如预测的那样，高知识的读者在阅读低连贯的文本后，在开放式问题上的表现更好。两个实验的阅读时间都表明，低连贯的文本需要更多的推理过程。对于知识渊博的读者来说，这些推论更有可能是成功和有用的。
Two experiments, theoretically motivated by the construction-integration model of comprehension (W. Kintsch, 1988), investigated effects of prior knowledge on learning from high- and low-coherence history texts. In Experiment 1, participants' comprehension was examined through free recall, multiple-choice questions, and a keyword sorting task. An advantage was found for the high-coherence text on recall and multiple-choice questions. However, high-knowledge readers performed better on the sorting task after reading the low-coherence text. In Experiment 2, participants' comprehension was examined through open-ended questions and the sorting task both immediately and after a 1-week delay. Little effect of delay was found, and the previous sorting task results failed to replicate. As predicted, high-knowledge readers performed better on the open-ended questions after reading the low-coherence text. Reading times from both experiments indicated that the low-coherence text requires more inference processes. These inferences are more likely to be successful and useful for high-knowledge readers.