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.

2

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.

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, high0knowledge readers performed better on the open0ended questions after reading the low-coherence text. Reading times form both experiment indicated that the low-coherence text requires more inference processes. These inferences are more likely to be successful and useful for high-knowledge readers.

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