McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247-288.

McNamara, D.; Kintsch, W.

1996

McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247-288.

1

This study replicated the findings reported by D. S. McNamara et al (1996) on the interactive effects of prior knowledge and text coherence on learning in adult readers. Using high- (HCTs) and low-coherence history texts (LCTs), the comprehension of 80 college students was measured via free recall, multiple-choice questions, and a keyword sorting task in Exp 1; and via open-ended questions and the sorting task both immediately and after a 1-wk delay in Exp 2. An advantage was found for the HCT on recall and multiple-choice questions. However, high-knowledge readers performed better on the sorting task after reading the LCT. 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 LCT. Reading times from Exps 1 and 2 suggest that the LCT requires more inference processes, which are more likely to be successful and useful for high-knowledge readers.

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.

40

1