Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure
Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure
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从历史文本中学习：知识和理解能力与文本结构的相互作用
DOI：
10.1207/s1532690xci1401_2
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发表时间：
1996
影响因子：
3.3
通讯作者：
L. Silfies
中科院分区：
文献类型：
--
作者：
J. F. Voss;L. Silfies
虽然先验知识和阅读理解技能都被证明影响从文本中学习，但最近基于Kintsch(1988)文本理解模式的研究得出这样的假设：文本内容的基于文本的表征的发展应该是阅读理解技能的函数而不是先验知识的函数，而情境模型的发展应该是个人先前知识的函数而不是读者的理解技能的函数。此外，知识和理解技能对课文学习的影响程度被假设为课文内容的函数。使用虚构的历史记述，研究发现，从因果关系明确的扩展文本中学习与阅读理解技能有关，而从没有阐明原因的未扩展文本中学习与阅读理解技能有关，而不是阅读理解技能的函数。结果表明，该方法是可行的。
Although prior knowledge and reading-comprehension skill have both been shown to influence learning from text, recent research based on the Kintsch (1988) model of text understanding leads to the hypothesis that the development of the text-base representation of text contents should be a function of reading-comprehension skill and not of prior knowledge, whereas the development of a situation model should be a function of the individual's prior knowledge and not of the reader's comprehension skill. Furthermore, the extent to which knowledge and comprehension skill influence learning from text was hypothesized to be a function of text contents. Using fictitious historical accounts, it was found that learning from an expanded text in which causal relations were made explicit was related to reading-comprehension skill and not to prior knowledge, whereas learning from an unexpanded text that did not spell out causes was a function of prior knowledge and not of reading-comprehension skill. The results were con...
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W