標題: Effects of Argument Scaffolding and Source Credibility on Science Text Comprehension
作者: Lin, Tzu-Jung
Horng, Ruey-Yun
Anderson, Richard C.
交大名義發表
National Chiao Tung University
關鍵字: argumentation;argument schema;source credibility;text comprehension
公開日期: 3-Apr-2014
摘要: This study investigated the effects of argument scaffolding and source credibility on science text comprehension. Eighty-seven college students were randomly assigned to an argument scaffolding activity, or no scaffolding, and read 2 science texts, attributed to a high- or a low-credibility source. The argument-scaffolding group recalled less text-based information but generated more knowledge-based inferences than did the no-scaffolding group. High source credibility enhanced readers' text-based recall but had little effect on knowledge-based inferences or situation models. Overall, results suggest that argumentation facilitates deeper text comprehension and better argument understanding, while at the same time reducing the effect of source credibility on text processing.
URI: http://dx.doi.org/10.1080/00220973.2013.769423
http://hdl.handle.net/11536/23891
ISSN: 0022-0973
DOI: 10.1080/00220973.2013.769423
期刊: JOURNAL OF EXPERIMENTAL EDUCATION
Volume: 82
Issue: 2
起始頁: 264
結束頁: 282
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