Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities.

Autor/inn/en	Abel, Roman; Niedling, Luka Maria; Hänze, Martin
Titel	Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities.
Quelle	In: Applied cognitive psychology, 35 (2021) 1, S. 258-273 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0888-4080; 1099-0720
DOI	10.1002/acp.3761
Schlagwörter	Bildungsforschung; Instruktionspsychologie; Schlussfolgerung; Lernen; Fragetechnik; Bildungsforschung; Instruktion; Instruktionspsychologie; Lernen; Fragetechnik; Textverständnis; Instruktion
Abstract	Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high-level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (inter-leaved vs. blocked) and self-questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1-week delay) within subjects. Results revealed that students are spontaneously engaged in self-questioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2024/1