Children’s integration of information across texts: reading processes and knowledge representations

Beker, Katinka; Broek, Paul van den; Jolles, Dietsje

doi:10.1007/s11145-018-9879-9

Cited by 15 publications

(14 citation statements)

References 56 publications

(88 reference statements)

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“…Furthermore, we were interested in how MDC test scores are related to final school exam grades, the level of university studies and university performance. Since MDC is a competence that can already be observed in upper elementary school children (Beker et al, 2019;Florit et al, 2019) and develops further during the course of university studies (von der Mühlen et al, 2016; Schoor et al, 2020b), we expected that MDC test scores. .…”

Section: The Present Studymentioning

confidence: 99%

“…Nevertheless, even high school graduates should be able to extract the meaning of multiple documents, analyze and evaluate their content and employ the texts in their own learning process (Common Core State Standards, 2010;Kultusministerkonferenz, 2012). Studies suggest that upper elementary school children are already capable of processing multiple documents (Beker et al, 2019;Florit et al, 2019). Schoor et al (2020b) found that the MDC of university students correlated statistically significant with their final school exam grades, indicating that high-performing students performed better in an MDC test than low-performing students.…”

Section: Multiple Document Comprehensionmentioning

confidence: 99%

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More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

et al. 2020

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The digital revolution has made a multitude of text documents from highly diverse perspectives on almost any topic easily available. Accordingly, the ability to integrate and evaluate information from different sources, known as multiple document comprehension, has become increasingly important. Because multiple document comprehension requires the integration of content and source information across texts, it is assumed to exceed the demands of single text comprehension due to the inclusion of two additional mental representations: the integrated situation model and the intertext model. To date, there is little empirical evidence on commonalities and differences between single text and multiple document comprehension. Although the relationships between single text and multiple document comprehension can be well distinguished conceptually, there is a lack of empirical studies supporting these assumptions. Therefore, we investigated the dimensional structure of single text and multiple document comprehension with similar test setups. We examined commonalities and differences between the two forms of text comprehension in terms of their relations to final school exam grades, level of university studies and university performance. Using a sample of n = 501 students from two German universities, we jointly modeled single text and multiple document comprehension and applied a series of regression models. Concerning the relationship between single text and multiple document comprehension, confirmatory dimensionality analyses revealed the best fit for a model with two separate factors (latent correlation: 0.84) compared to a two-dimensional model with cross-loadings and fixed covariance between the latent factors and a model with a general factor. Accordingly, the results indicate that single text and multiple document comprehension are separable yet correlated constructs. Furthermore, we found that final school exam grades, level of university studies and prior university performance statistically significant predicted both single text and multiple document comprehension and that expected future university performance was predicted by multiple document

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Section: The Present Studymentioning

confidence: 99%

Section: Multiple Document Comprehensionmentioning

confidence: 99%

More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

et al. 2020

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“…Structuring of educational texts is the process of presenting a certain fragment of scientific knowledge in a speech work. As a result, educational texts, on the one hand, implement the goal of science -"objective description, explanation and forecast of processes and phenomena of reality" [9, p. 108], on the other -the didactic task of presenting knowledge (fact, concept, regularity, method, idea) as a component of the content of training, a necessary component of the information field of the educational field, which the student considers as a comprehensible information space [10][11][12][13].…”

Section: Resultsmentioning

confidence: 99%

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

et al. 2020

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The purpose of the research is to identify the influence of an educational text on the organisation of information activities of schoolchildren. Methods: content analysis, structural and semantic analysis of educational texts and the results of their interpretation. Research results: identification of features of the educational text as an information structure (the integrity of multi-layer content, reproducibility, presence of system connections with the thematic information field), description of the information activity of a complex of educational texts united by the function of updating the value attitude to knowledge, which can be represented in three main types: impersonal, authorised and personal. Each of these types is correlated with the level of perception of information by the student-reader, which can be a. detached and impersonal, b. in conscious collaboration with the author, c. to their own cognitive experience. As a result of the research, the basic information-significant structural components of educational texts are also identified: the title and the beginning correlated with the key meaning of the text, the means of axiological field and dialogisation.

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“…surface model of single texts, intertext model, and integrated situation model). Overall, the results seem to suggest that working memory is involved in surface comprehension of single texts (Braasch et al, 2014 ; Mason et al, 2017 ; Beker et al, 2019 ). Conversely results about the involvement of working memory at the integrated situation model are mixed (Braasch et al, 2014 ; Beker et al, 2019 ; Florit et al, 2020 ).…”

Section: Discussionmentioning

confidence: 96%

“…Overall, the results seem to suggest that working memory is involved in surface comprehension of single texts (Braasch et al, 2014 ; Mason et al, 2017 ; Beker et al, 2019 ). Conversely results about the involvement of working memory at the integrated situation model are mixed (Braasch et al, 2014 ; Beker et al, 2019 ; Florit et al, 2020 ). The studies which assessed intertextual integration share several differences, making it difficult to draw an even tentative interpretation: sample (upper-secondary school students or primary school students); task (prompted open question or recall) and medium (written responses or oral responses).…”

Section: Discussionmentioning

confidence: 96%

The Contribution of Executive Functions When Reading Multiple Texts: A Systematic Literature Review

2021

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In the present-day knowledge society, people need to critically comprehend information across multiple sources that express diverse and contradictory viewpoints. Due to the complexity associated with this process, an important role can be played by Executive Functions, that is, cognitive control processes used to regulate mental functioning and behavior when automatized elaborations are not sufficient. The aim of this article is to review existing research on the roles of executive functions when reading from multiple texts. To identify the appropriate studies, we conducted a search in the following databases: Web of science, Scopus, PsycInfo, Eric. The search string was created by combining the terms used in past literature reviews on executive functions and multiple-texts comprehension. From the total number of 4,877 records identified, seven articles met all the inclusion criteria and were analyzed. Given the scarcity of studies on the topic, we decided to examine also eight articles reporting indirect evidence about the association between executive functions and multiple-text comprehension. Our review revealed that the study of the association between executive functions and multiple-texts comprehension is underdeveloped. The results seem to suggest that working memory is involved in surface comprehension, whereas results about sourcing and intertextual integration processes are mixed. Indirect evidence suggests that other executive functions, such as planning or monitoring, may be involved when learning from multiple texts. More research on this topic is needed given the increasing complexity of the contexts in which reading activities take place.

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Children’s integration of information across texts: reading processes and knowledge representations

Cited by 15 publications

References 56 publications

More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

The Contribution of Executive Functions When Reading Multiple Texts: A Systematic Literature Review

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