Do Different Kinds of Introductions Influence Comprehension and Memory for Scientific Explanations?

Autor/inn/en	Mensink, Michael C.; Kendeou, Panayiota; Rapp, David N.
Titel	Do Different Kinds of Introductions Influence Comprehension and Memory for Scientific Explanations?
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 5-6, S.491-512 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mensink, Michael C.) ORCID (Kendeou, Panayiota) ORCID (Rapp, David N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2021.1904754
Schlagwörter	Reading Processes; Literary Genres; Scientific Research; Scientific Literacy; Recall (Psychology); Comparative Analysis; Expository Writing; Reading Comprehension; Teaching Methods; Undergraduate Students + Suchen Sie Ihr Suchwort? Leseprozess; Literarische Form; Abberufung; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Compelling and interesting introductions are considered an important way of fostering reader engagement with expository-text content. But only a handful of projects have examined this prescriptive advice. In three experiments, we examined the effects of two different genres of introductions--narrative and expository--on comprehension and memory for texts providing scientific explanations. In Experiment 1, participants read texts without introductions and subsequently completed either an immediate recall or a delayed recall seven days later for a subset of the texts. In Experiment 2, participants read the same texts including either all narrative or all expository introductions and after reading were asked to complete an immediate recall. In Experiment 3, participants read the same texts, this time half including narrative introductions and half including expository introductions, and completed a delayed recall seven days later for all the texts. Across all experiments, participants recalled more of the scientific explanations when they were preceded by introductions than when they were not, and narrative introductions were better recalled than expository introductions. Participants who read both types of introductions were also slower to read scientific explanations that followed narrative introductions compared to expository. Taken together, these results indicate that introductions influence memory and reading times for scientific explanations but not always in ways that align with popular instructional prescriptions and advice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01