Comprehension and Learning From Refutation and Expository Texts
ABSTRACT
The study compared the effects of a refutation text on comprehension and learning outcomes to those of a standard expository text. Undergraduate students with varying amounts of accurate and inaccurate prior knowledge read and recalled a refutation or an expository text about energy. Comprehension measures included the amount of text information recalled, the number of inferences generated, and the kinds of inferences generated. Learning from text was examined with a delayed posttest. In comparison to the expository text, the refutation text facilitated learning and increased global bridging and elaborative inference generation but not memory for the text. Comprehension outcomes predicted learning outcomes primarily for students with low and inaccurate prior knowledge. The findings contribute to understanding of the refutation text effect by indicating its association with increased inference generation and the construction of a more coherent and elaborated text representation.
قارنت الدراسة بين تأثيرات نص تفنيدي ونص تفسيري عادي على نتائج الفهم والتعلم. قرأ وتذكر طلاب جامعيون بكميات متفاوتة من الدقة والخطأ بمعرفة مسبقة إما نصا تفنيديا أو نصا تفسيريا حول الطاقة. وتضمنت مقاييس الفهم كمية معلومات النص المستحضرَة وعدد الاستنتاجات المولَدة وأنواعها. ثم تم فحص التعلم من خلال النص وذلك بواسطة ما بعد امتحان مؤخَر. مقارنة مع هذا النص التفسيري، وجدنا أن النص التفنيدي قد سهل التعلم وساعد على الزيادة في سد الثغرات الشاملة وتوليد الاستنتاجات المسهبة؛ لكنه لم يزد في الذاكرة فيما يخص النص. لقد توقعت نتائج الفهم أن نتائج التعلم تقع في المقام الأول بالنسبة للطلبة ذوي معرفة مسبقة ضعيفة وغير صحيحة. تساهم نتائج البحث في فهم تأثير النص التفنيدي من خلال الإشارة إلى ارتباطه بالزيادة في التوليد الاستنتاجي وبناء تصور للنص أكثر تفصيلا وترابطا.
本研究比较一个反驳性文本与一个标准阐述性文本对学生阅读理解及学习成果之影响。对能量这课题具有不同准确程度的先前认识的大学本科生，阅读并忆述一个有关能量的反驳性文本或标准阐述性文本。阅读理解的测试包括：能忆述文本内容的多少、能产生推论的数目，以及所产生推论的类别。学生从文本中所学得的知识则以一项延迟后测考查。反驳性文本与阐述性文本相比，较能促进学习与增加学生的整体桥接推论及精密推论的产生，但无助于记忆文本的内容。能以阅读理解成果用作预测学习成果的，主要都是具有低程度和低准确度先前认识的学生。本研究的结果显示出反驳性文本与增加产生推论之间的关联，以及与一个更合逻辑、更详尽的文本表征建构之间的关联，所以有助于认识反驳性文本的教学效果。
Cette étude a comparé les effets d'un texte contradictoire et d'un texte informatif standard sur la compréhension et l'apprentissage. Des étudiants de premier cycle ayant différents niveaux de connaissance préalable adéquate et non adéquate ont lu et fait un rappel d'un texte contradictoire et d'un texte informatif relatifs à l'énergie. Les évaluations de la compréhension comportaient la quantité de rappel du texte informatif, le nombre d'inférences induites, et le type d'inférences induites. L'apprentissage réalisé à partir du texte a été évalué par un post‐test différé. Comparé au texte informatif, le texte contradictoire a facilité l'apprentissage, augmenté les mises en relation globales, l'induction d'inférences élaborées, mais pas la mémorisation du texte. Les effets attendus sur la compréhension supposaient des effets favorables surtout aux étudiants ayant des connaissances faibles et peu adéquates. Les résultats relatifs à la compréhension de l'effet du texte contradictoire montrent qu'il va de pair avec une plus grande production d'inférences et la construction d'une représentation du texte plus cohérente et plus élaborée.
Сравнивалось понимание прочитанного и учебный эффект от чтения текста двух типов: дискуссионного и стандартного описательного. Студенты младших курсов, с различным багажом ранее накопленных точных и неточных знаний, читали два текста по теме “Энергия” и спустя некоторое время вспоминали их содержание. Понимание прочитанного измерялось количеством воспроизводимой из текста информации, а также количеством и качеством сделанных выводов. Учебный эффект определялся с помощью отсроченного теста. Дискуссионный текст превзошел описательный текст по учебному эффекту: на его основе студенты лучше строили логические взаимосвязи и делали более глубокие выводы, но усвоение фактов при этом отставало. Прямая связь уровня понимания и учебного эффекта прослеживается прежде всего для тех студентов, чьи фоновые знания изначально были малы и неточны. Результаты исследования важны для определения роли, которую дискуссионный текст может играть в учебном процессе.
Este estudio compara los efectos de un texto de refutación sobre la comprensión y el aprendizaje a los de un texto estándar de exposición. Estudiantes no graduados con varios grados de conocimientos previos acertados y erróneos leyeron y trataron de recordar un texto de refutación o de exposición sobre la energía. Medidas de comprensión incluyeron la cantidad de información textual recordada, el número de inferencias generadas, y la clase de inferencias generadas. El aprendizaje del texto fue examinado por medio de un examen administrado algún tiempo después de la lectura. A diferencia del texto de exposición, el texto de refutación facilitó el aprendizaje y aumentó el entendimiento global y la generación de inferencias elaboradas, pero no la memoria de lo leído. Los resultados de la comprensión pronosticaron principalmente los resultados de aprendizaje de los estudiantes de poco o mal conocimiento previo. Los resultados contribuyen al entendimiento del efecto de los textos de refutación al señalar su asociación con el aumento de la generación de inferencias y la construcción de un texto representativo más coherente y elaborado.
Number of times cited: 31
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