Same topic, different genre: Elementary school children's mental representations of information embedded in narrative and expository texts

被引：9

作者：

Wannagat, Wienke ^{[1
]}

Steinicke, Valentina ^{[1
]}

Tibken, Catharina ^{[2
]}

Nieding, Gerhild ^{[1
]}

机构：

[1] Univ Wurzburg, Dept Psychol Dev Psychol, Rontgenring 10, D-97070 Wurzburg, Germany

[2] Univ Wurzburg, Dept Psychol Educat Psychol, Rontgenring 10, D-97070 Wurzburg, Germany

来源：

LEARNING AND INSTRUCTION | 2022年 / 80卷

关键词：

Narrative text; Expository text; Genre; Comprehension; Children; WISHFUL IDENTIFICATION; RECOGNITION MEMORY; SITUATION MODELS; COMPREHENSION; TRANSPORTATION; ACHIEVEMENT; CHARACTERS; RETENTION; COHESION; ADULTS;

D O I：

10.1016/j.learninstruc.2021.101559

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Using a sentence recognition task, we investigated whether elementary school children's (N = 92; Mage = 9.3 years, SD = 1.1 years) memory of the text surface, the textbase, and the situation model differed depending on whether the same information was embedded in an expository or a narrative text. Previous research with children that used narrative and expository texts dealing with different topics indicated beneficial effects narrative over expository texts regarding various indicators of processing on the levels of the textbase and the situation model. In contrast, our results did not indicate differences between narrative and expository texts for any of the levels of representation. Thus, the role of text topic in studies investigating the effect of genre on text comprehension should be investigated further.

引用

页数：10

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