Literaturnachweis - Detailanzeige
Autor/inn/en | Singer Trakhman, Lauren M.; Alexander, Patricia A.; Berkowitz, Lisa E. |
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Titel | Effects of Processing Time on Comprehension and Calibration in Print and Digital Mediums |
Quelle | In: Journal of Experimental Education, 87 (2019) 1, S.101-115 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Singer Trakhman, Lauren M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
DOI | 10.1080/00220973.2017.1411877 |
Schlagwörter | Reading Processes; Reading Comprehension; Undergraduate Students; Comparative Analysis; Printed Materials; Recall (Psychology); Student Attitudes; Electronic Publishing; Reading Rate; Computer Assisted Instruction; Child Health; Scoring Rubrics; Diseases; Autism; Attention Deficit Disorders; Reading Materials; Readability; Readability Formulas; Reading Tests; Metacognition; Fry Readability Formula Leseprozess; Leseverstehen; Abberufung; Schülerverhalten; Elektronisches Publizieren; Reading readiness; Reading speed; Lesegeschwindigkeit; Computer based training; Computerunterstützter Unterricht; Scoring formulas; Auswertungsbogen; Disease; Krankheit; Autismus; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Lesbarkeit; Lesetest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | This study explored the effects of processing texts in print or digitally on readers' comprehension, processing time, and calibration. Eighty-six undergraduates read print and digital versions of book excerpts about childhood ailments presented in counterbalanced order. Comprehension was tested at three levels (i.e., main idea, key points, and other relevant information). Direct comparisons between print and digital reading demonstrated a significant advantage for reading in print on students' recall of key points and other relevant information but not the main idea. When processing time was added as a mediator variable, it significantly affected the relation between medium and comprehension for all question levels. In terms of calibration, students read more quickly and judged their performance higher when engaged digitally, although their actual performance was much better when reading in print. Implications of these findings for subsequent research are considered. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |