Martins, D., Kigiel, D., & JheanLarose, S. (2006). Influence of expertise, coherence, and causal connectives on comprehension and recall of an expository text. Current Psychology Letters: Behaviour, Brain & Cognition, 20(3).

Martins, D.;Kigiel, D.;JheanLarose, S.

2006

Martins, D., Kigiel, D., & JheanLarose, S. (2006). Influence of expertise, coherence, and causal connectives on comprehension and recall of an expository text. Current Psychology Letters: Behaviour, Brain & Cognition, 20(3).

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Experts and novices read a biology text whose paragraphs were or were not accompanied by questions. The Text paragraphs contained target sentences that were locally coherent or incoherent and preceded or not preceded by the cause-effect connective "That's why". Connectives and questions during reading increased target sentence reading time. During reading, the coherent (explicit) text versions benefited from better comprehension of information related to the situation model, but not the recall of textbase-related information. The Connective tended to improve text recall and comprehension but only for the coherent (explicit) versions. More specific research on on-line processing should further examine how experts process causal connectives as compared to novices.

Adding the connective 'that's why' and questions during reading increased the reading times of the target sentences, but did not improve performance in the after-reading task. We found that during reading, making the text more coherent (explicit versions) increased the number of correct answers related to the situation model but did not improve the recall of the missing words from the target sentences. This result is due to the fact that the target sentence was always presented in its entirety in the implicit versions.

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