Comprehension processes and outcomes with refutation and expository texts and their contribution to learning |
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Institution: | 1. Department of Developmental Psychology and Swiss Graduate School for Cognition, Learning and Memory, University of Bern, Fabrikstrasse 8, CH-3012 Bern, Switzerland;2. Department of Educational Development & Research and Graduate School of Health Professions Education, Maastricht University, P.O. Box?616, 6200 MD Maastricht, The Netherlands;3. Department of Psychology, Kent State University, P.O. Box?5190, Kent, OH 44242-0001, USA;4. Department of Psychology, Erasmus University Rotterdam, P.O. Box?1783, 3000 DR, Rotterdam, The Netherlands |
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Abstract: | The study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate students read an extended expository text or a corresponding refutation text that addressed three potential misconceptions about the scientific concept of energy. Think-aloud, cued recall, and posttest data indicated that the positive impact of refutation text was more associated with comprehension outcomes than processes. Refutation text did not influence comprehension processes but facilitated valid inference generation in recall and minimized the negative effects of distortions on learning. The findings suggest the timing of the refutation text effect to be later, after reading, and its nature to be that of neutralizing the influence of any misconceptions on learning from text instead of changing them. |
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Keywords: | Comprehension Inferencing Refutation text Learning |
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