The effects of topic knowledge, text coherence, and topic interest on learning from text were examined. One hundred sixty high school students participated in 1 of 4 groups according to their levels of topic knowledge and interest. Participants read 1 of 3 versions of a scientific text: minimally coherent, locally coherent, and locally and globally coherent. Text comprehension was examined by tasks aimed at tapping both textbase and situation-model levels. The contribution of topic interest seemed to increase according to the quantity of learners' topic knowledge. High-knowledge and high-interest students performed significantly better than those in the other 3 groups in all tasks. Text version differentiated students' performance on all measures but 1. The expected Group x Version interactions did not emerge.
Prior knowledge, text coherence, and interest: How they interact in learning from instructional texts
BOSCOLO, PIETRO;MASON, LUCIA
2003
Abstract
The effects of topic knowledge, text coherence, and topic interest on learning from text were examined. One hundred sixty high school students participated in 1 of 4 groups according to their levels of topic knowledge and interest. Participants read 1 of 3 versions of a scientific text: minimally coherent, locally coherent, and locally and globally coherent. Text comprehension was examined by tasks aimed at tapping both textbase and situation-model levels. The contribution of topic interest seemed to increase according to the quantity of learners' topic knowledge. High-knowledge and high-interest students performed significantly better than those in the other 3 groups in all tasks. Text version differentiated students' performance on all measures but 1. The expected Group x Version interactions did not emerge.
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