Comprehension and Learning from Multiple Texts: The Influence of Reading Goals and Argument Type.

Alexiadou, M.E. (Maria-Eleni)¹, Savvidou, S.A. (Sylvia Maria)¹, Diakidou, I.A. (Irene-Anna)^1
1University of Cyprus, Department of Psychology

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

comprehension, learning, multiple texts, reading goals, argument type

Summary

In school, as well as in everyday life, readers often read multiple conflicting texts on the same topic and for various purposes: to comprehend, learn, form a belief, or make a decision. Many of these texts promote opposing claims supported with arguments that vary in both type and quality. The purpose of the study was to examine the extent to which argument quality influences trustworthiness evaluations, comprehension and learning outcomes. Undergraduate students were pretested on their knowledge before reading to comprehend or evaluate four argumentative texts on vegan nutrition. The texts presented opposing claims (in favour/against) supported by scientific evidence-based arguments or personal case-based arguments. Comprehension was measured with a 10-item true/false verification task and three open ended questions per text. Learning from text was measured with a delayed knowledge post-test. Results for half of the sample (N=40) indicated significant effects of prior knowledge on comprehension and learning. However, trustworthiness ratings of personal case-based texts was a negative predictor of learning, while comprehension of scientific-evidence based text was a positive predictor. The results of this study are discussed in relation to the theoretical contribution, the connection with earlier studies, and the practical implications.

Auteurs