Aufsatz
Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities
Zusammenfassung
Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high‐level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (interleaved vs. blocked) and self‐questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1‐week delay) within subjects. Results revealed that students are spontaneously engaged in self‐questioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition.
Zitierform
In: Applied cognitive psychology Volume 35 / Issue 1 (2020-11-05) , S. 258-273 ; EISSN 1099-0720Förderhinweis
Gefördert im Rahmen des Projekts DEALZitieren
@article{doi:10.17170/kobra-202101213014,
author={Abel, Roman and Niedling, Luka Maria and Hänze, Martin},
title={Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities},
journal={Applied cognitive psychology},
year={2020}
}
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2021-01-22T12:45:57Z 2021-01-22T12:45:57Z 2020-11-05 doi:10.17170/kobra-202101213014 http://hdl.handle.net/123456789/12435 Gefördert im Rahmen des Projekts DEAL eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ inductive learning inductive reasoning interleaving effect question generation text comprehension 150 Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities Aufsatz Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high‐level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (interleaved vs. blocked) and self‐questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1‐week delay) within subjects. Results revealed that students are spontaneously engaged in self‐questioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition. open access Abel, Roman Niedling, Luka Maria Hänze, Martin doi:10.1002/acp.3761 Induktion Lernen Denken Interleaving Textverstehen publishedVersion EISSN 1099-0720 Issue 1 Applied cognitive psychology 258-273 Volume 35 false
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