Topic Knowledge,Text Coherence,and Interest: How They Interact in Learning From Instructional Texts |
| |
Authors: | Pietro Boscolo Lucia Mason |
| |
Institution: | University of Padova , Italy |
| |
Abstract: | The effects of topic knowledge, text coherence, and topic interest on learning from text were examined. One hundred sixty high school students participated in 1 of 4 groups according to their levels of topic knowledge and interest. Participants read 1 of 3 versions of a scientific text: minimally coherent, locally coherent, and locally and globally coherent. Text comprehension was examined by tasks aimed at tapping both textbase and situation-model levels. The contribution of topic interest seemed to increase according to the quantity of learners' topic knowledge. High-knowledge and high-interest students performed significantly better than those in the other 3 groups in all tasks. Text version differentiated students' performance on all measures but 1. The expected Group x Version interactions did not emerge. |
| |
Keywords: | learning from text text coherence topic interest |
|
|