Learning from Texts: Activation of Information from Previous Texts during Reading

Autor/inn/en	Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul
Titel	Learning from Texts: Activation of Information from Previous Texts during Reading
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 6, S.1161-1178 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9630-3
Schlagwörter	Reading Achievement; Prior Learning; Associative Learning; Sentence Structure; Recall (Psychology); Intervention; Reading Comprehension; Reading Processes; Text Structure; Educational Experiments; Foreign Countries; Undergraduate Students; Maximum Likelihood Statistics; Hierarchical Linear Modeling; Netherlands + Suchen Sie Ihr Suchwort? Leseleistung; Vorkenntnisse; Satzbau; Satzstruktur; Abberufung; Leseverstehen; Leseprozess; Textstruktur; Schulversuch; Ausland; Niederlande
Abstract	Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts (experiment 2). In both experiments, texts with inconsistent target sentences were preceded by texts that either did or did not contain explanations that resolved the inconsistencies. In experiment 1, the reading times of the target sentences introducing inconsistencies were faster if the preceding text contained an explanation for the inconsistency than if it did not. This result demonstrates that relevant information from a prior text is spontaneously activated when the target sentence is read. In experiment 2 free recall was used to gain insight into the representation after reading. The reading time results for experiment 2 replicated the reading time results for experiment 1. However, the effects on reading times did not translate to measurable differences in text representations after reading. This research extends our knowledge about the processes involved in multiple text comprehension: Prior text information is spontaneously activated during reading, thereby enabling integration between different texts. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01