Learning from texts: Effects of prior knowledge and text coherence

Two experiments, theoretically motivated by the construction-integration model of comprehension (W. Kintsch, 1988), investigated effects of prior knowledge on learning from high- and low-coherence history texts. In Experiment 1, participants' comprehension was examined through free recall, multiple-choice questions, and a keyword sorting task. An advantage was found for the high-coherence text on recall and multiple-choice questions. However, high-knowledge readers performed better on the sorting task after reading the low-coherence text. In Experiment 2, participants' comprehension was examined through open-ended questions and the sorting task both immediately and after a 1-week delay. Little effect of delay was found, and the previous sorting task results failed to replicate. As predicted, high-knowledge readers performed better on the open-ended questions after reading the low-coherence text. Reading times from both experiments indicated that the low-coherence text requires more inference processes. These inferences are more likely to be successful and useful for high-knowledge readers.