Impact of question-answering tasks on search processes and reading comprehension

被引：96

作者：

Cerdan, Raquel ^{[1
]}

Vidal-Abarca, Eduardo ^{[2
]}

Martinez, Tomas ^{[2
]}

Gilabert, Ramiro ^{[2
]}

Gil, Laura ^{[2
]}

机构：

[1] Catholic Univ Valencia, Fac Psychol, Valencia 46003, Spain

[2] Univ Valencia, Dept Educ Psychol, Valencia 46010, Spain

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 01期

关键词：

Question answering; Online processing measures; Text recall; Deep comprehension; TEXT; INFORMATION; MEMORY; MODEL;

D O I：

10.1016/j.learninstruc.2007.12.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance. delayed text recall and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 Undergraduate Students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally. half of the sample read first a text and then answered the questions (reading-first condition). whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition. and that high- and low-level questions differentially affected text-inspection patterns. (C) 2007 Elsevier Ltd. All rights reserved.

引用

页码：13 / 27

页数：15

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