Attentional mediators of the effect of interest on comprehension

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christian Gericke , Alexander Soemer , Ulrich Schiefele
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引用次数: 0

Abstract

Background

While text reading is still a preferred form of learning, topic interest can be considered an important predictor of reading comprehension. However, the nature of the relationship between interest and comprehension is not yet fully understood.

Aims

The present study investigates whether topic interest is related to comprehension when measured in advance and whether two indicators of attention (i.e., mind wandering and cognitive coupling) mediate this relation.

Sample

Participants were 238 university students.

Methods

Participants rated their interest in three different topics. One week later, they read one text on each of these topics. The texts’ levels of difficulty were manipulated to change during reading. Measured variables during reading were the individual adaptation of the reading speed to the text difficulty (cognitive coupling) and the frequency of mind wandering. In addition, comprehension was measured after reading each text.

Results

Preliminary assessed topic interest was found to be indirectly but not directly associated with reading comprehension. Specifically, topic interest negatively predicted mind wandering during reading, while mind wandering was, in turn, negatively associated with reading comprehension. In addition, partial evidence was found for the mediating role of cognitive coupling.

Conclusions

The present study adds to the research by showing that topic interest can predict future mind wandering and one type of cognitive coupling. Because mind wandering was, in turn, negatively related to reading comprehension, the study's findings further suggest that topic interest should be encouraged to minimize harmful mind wandering, promote adaption to text properties, and thus improve comprehension.

兴趣对理解力影响的注意调节因素
背景虽然文本阅读仍是一种首选的学习形式,但话题兴趣可被视为阅读理解的重要预测因素。本研究探讨了在提前测量的情况下,话题兴趣是否与理解力相关,以及注意力的两个指标(即思维游离和认知耦合)是否会调节这种关系。一周后,他们分别阅读了一篇关于这些主题的文章。在阅读过程中,文本的难度会发生变化。阅读过程中的测量变量包括阅读速度对文本难度的个体适应性(认知耦合)和思维游离的频率。结果初步评估发现,主题兴趣与阅读理解有间接关系,但没有直接关系。具体来说,话题兴趣对阅读过程中的思维游离有负面影响,而思维游离反过来又与阅读理解能力有负面影响。结论 本研究表明,话题兴趣可以预测未来的思维游离和一种认知耦合,从而为本研究增添了新的内容。由于思维游离反过来与阅读理解呈负相关,本研究的结果进一步表明,应鼓励对话题感兴趣,以尽量减少有害的思维游离,促进对文本特性的适应,从而提高阅读理解能力。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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