Literaturnachweis - Detailanzeige
| Autor/in | Derry, Sharon J. |
|---|---|
| Titel | Ability Related Differences in Schema-Guided Text Processing. |
| Quelle | (1982), (40 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Cognitive Processes; College Students; Higher Education; Hypothesis Testing; Learning Processes; Learning Theories; Reading Processes; Reading Research; Recall (Psychology); Verbal Ability |
| Abstract | A study using a biasing paradigm examined four hypotheses regarding specific mechanisms thought to underlie the Assimilation-plus-Correction (A-C) theory of schema-text interactions. According to this theory, the ideas implied by a schema (type-1 ideas) are thought to be assimilated and obscured, while those ideas representing novel information (type-2 ideas) and having potential to extend and modify the reader's "cognitive attitude" achieve dominance in the encoded representation of text. The subjects were 60 college students who read two texts either without biasing information (the control condition) or with introductory paragraphs and complementary details throughout the text that reflected a masculine-feminine or conservative-liberal bias (the experimental condition). Subjects completed posttests immediately after reading the texts and again one week later. The findings favored the "Change of State of Schema Hypothesis," which assumes that type-2 text encounters exert accommodative change on the schematic memory representation of text, causing a perspective shift that increases the reader's capacity to regenerate text ideas consistent with an evolved state of schema, but decreases ability to recall ideas compatible with the original, nonevolved state. Consistent with a previous study, the perspective shift was associated with information loss and with subjects low in verbal ability. (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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