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ERIC Number: EJ1020927
Record Type: Journal
Publication Date: 2013
Pages: 26
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0144-3410
Exploring the Effect of Background Knowledge and Text Cohesion on Learning from Texts in Computer Science
Gasparinatou, Alexandra; Grigoriadou, Maria
Educational Psychology, v33 n6 p645-670 2013
In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction-integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece (Athens)