Literaturnachweis - Detailanzeige
| Autor/inn/en | Reinking, David; und weitere |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | The Effects of Inserted Questions and Mandatory Review in Computer-Mediated Texts. Reading Research Report No. 50. |
| Quelle | (1996), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Computer Mediated Communication; Electronic Text; Higher Education; Questioning Techniques; Reading Comprehension; Reading Research; Reading Strategies; Recall (Psychology); Text Structure; Undergraduate Students |
| Abstract | A study investigated the effects of inserting questions in a computer-mediated text that required readers to review relevant portions of the text when a question was answered incorrectly. Undergraduate students (n=36) served as their own controls while reading a scientific text under 3 treatment conditions that varied as to the consequences of an incorrect response to a question. Participants spent proportionately more time reviewing target paragraphs directly relevant to inserted questions when mandatory review was linked to answering the same as opposed to a different question after a review cycle. A statistically significant interaction between treatment and question type on a posttest indicated that participants' scores were higher on repeated inferential questions and lower on new literal questions when review cycles were followed by a different question. Findings suggest that varying the contingencies associated with responses to questions inserted in computer-mediated texts may affect readers' strategies and consequently the information recalled. (Contains 15 references, and 2 tables and 2 figures of data.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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