The use of adjunct displays to facilitate comprehension of causal relationships in expository text |
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Authors: | Matthew T McCrudden Gregory Schraw and Stephen Lehman |
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Institution: | (1) Department of Foundations and Secondary Education, College of Education and Human Services, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224-2645, USA;(2) Department of Educational Psychology, University of Nevada-Las Vegas, 4505 Maryland Parkway, Box 453003, Las Vegas, NV 89154-3003, USA;(3) Department of Psychology, Utah State University, 2810 Old Main Hill, Logan, UT 84322-2810, USA |
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Abstract: | We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text
comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal
diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled
the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about
transitive relationships between causes and effects correctly than those who reread the text. These findings supported the
causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly
representing a text’s causal structure, which helps the reader better comprehend causal relationships. |
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Keywords: | Causal relationships Expository text comprehension Adjunct displays |
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