The effects of readers' misconceptions on comprehension of scientific text

被引：135

作者：

Kendeou, P ^{[1
]}

van den Broek, P ^{[1
]}

机构：

[1] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2005年 / 97卷 / 02期

关键词：

misconceptions; comprehension; scientific text;

D O I：

10.1037/0022-0663.97.2.235

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The aim of the present study was to investigate the effects of readers' misconceptions on text comprehension. College students with misconceptions in science were asked to read and recall a text that contradicted their misconceptions. Students with no misconceptions served as the control group. Both online (think-aloud, reading times) and offline (recall) measures were obtained. The results suggest that readers' misconceptions often do not affect the online processes themselves but do influence the content of those processes and, consequently, the offline memory representation for the text after reading is completed.

引用

页码：235 / 245

页数：11

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