Selecting Information to Answer Questions: Strategic Individual Differences when Searching Texts
Learning and Individual Differences Volume 21, Number 2, ISSN 1041-6080
The purpose of the study was to explore students' selection of information strategies in a task-oriented reading situation. 72 secondary school students read two texts and answered six questions per text, three of which were manipulated to induce a misleading matching between the wording of the question and distracting pieces of information in the text. The reading and question-answering were presented with the software "Read&Answer". We analyzed how skilled and less-skilled comprehenders were attracted to the distracting pieces of information and how this affected reading patterns and task outcomes. Skilled comprehenders scored higher and were able to discard the distracting information. In contrast, less-skilled comprehenders copied and processed this information in more detail. On-line data provided evidence for these behaviors. These results suggest that skilled comprehension facilitates the use of idea-based selection of information strategies, whereas less-skilled comprehension induces the inappropriate use of word-matching selection of information strategies. (Contains 5 tables.)
Cerdan, R., Gilabert, R. & Vidal-Abarca, E. (2011). Selecting Information to Answer Questions: Strategic Individual Differences when Searching Texts. Learning and Individual Differences, 21(2), 201-205.
Cited ByView References & Citations Map
Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
Johannes Naumann, Goethe-Universitt Frankfurt; Ladislao Salmern, University of Valencia, Spain
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.