The Function of Explicit Discourse Knowledge in the Development of Text Representations and Composing Strategies
The Function of Explicit Discourse Knowledge in the Development of Text Representations and Composing Strategies
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显性话语知识在文本表征和写作策略发展中的作用
DOI：
10.1207/s1532690xci0201_1
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发表时间：
1985
影响因子：
3.3
通讯作者：
Pamela Paris
中科院分区：
文献类型：
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作者：
M. Scardamalia;Pamela Paris
在研究 1 中，对 4 年级和 6 年级的学生进行教学，以调查语篇结构的显性知识与隐性知识的可用性的影响。为观点文章的结构成分提供标签允许隐性知识的表达，但在语篇结构知识产生更成熟的表现之前，需要分析文本内容的结构功能（包括通过功能识别文本内容，解决论点的相反方面，并避免非功能性题外话）。正如预测的那样，教学既不会导致对自己文本的结构计划的更好回忆，也不会导致对文本质量的更高评价。研究 2 与 6 年级重复，并扩展到 10 年级和成人，研究 1 的部分涉及结构计划的回忆。回忆的准确性随着年级的增加而显着增加。研究 2 还使用回忆过程中的大声思考任务来识别结构表征的成熟和不成熟的使用。作为预...
In Study 1, instruction was used with students in Grades 4 and 6 to investigate effects of availability of explicit versus implicit knowledge of discourse structure. Providing labels for the structural components of opinion essays permitted the expression of implicit knowledge, but instruction in analyzing the structural function of text contents was required before discourse structure knowledge yielded more mature performance (including identifying text contents by function, addressing contrary sides of arguments, and avoiding nonfunctional digressions). As predicted, instruction led neither to superior recall of structural plans for own texts nor to higher ratings of text quality. Study 2 replicated with Grade 6, and extended to Grade 10 and adults, the portions of Study 1 that dealt with recall of structural plans. Accuracy of recall increased significantly with grade. Study 2 additionally used thinking-aloud-during-recall tasks to identify mature and immature uses of structural representations. As pre...