Effects of beliefs about meaning construction and task instructions on interpretation of narrative text

Masón, Lucía; Scirica, Fabio; Salvi, Laura

doi:10.1016/j.cedpsych.2005.12.001

Cited by 32 publications

(20 citation statements)

References 43 publications

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“…Moreover, relying on personal construction of knowledge seems to constrain multiple-text comprehension less when readers, at the same time, realize that knowledge is theoretical and complex rather than factual and simple . Finally, the detrimental effects of viewing the process of knowing as inherently subjective may well be limited to the reading of expository texts, as there is some evidence that such a view may facilitate the comprehension of narrative, albeit single, texts (Mason, Scirica, & Salvi, 2006;Schraw, 2000). The specific relations we propose between epistemic beliefs concerning the source of knowledge and documents model construction are summarized in Table 4.…”

Section: Source Beliefs and The Documents Modelmentioning

confidence: 95%

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

Bråten

Britt

Strømsø

et al. 2011

Educational Psychologist

272

203

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In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability. Are sun rays healthy or harmful? Can mobile phones actually cause brain cancer? Is global warming due to mankind's activities or to natural causes? In present-day knowledge societies, individuals seeking to answer such questions, on behalf of themselves or others, indeed have a wealth of information resources to draw on. Those resources may be available through traditional print and broadcasting technologies or through new information and communication technologies, such as the Internet. In any case, attempts to provide wellfounded answers require that individuals synthesize or integrate information from source materials expressing diverse Correspondence should be addressed to Ivar Bråten,

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Section: Source Beliefs and The Documents Modelmentioning

confidence: 95%

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

Bråten

Britt

Strømsø

et al. 2011

Educational Psychologist

272

203

View full text Add to dashboard Cite

show abstract

“…More recently, Mason et al (2006) replicated Schraw's (2000) findings in samples of Italian middle and high school students, showing that readers' belief in active meaning construction may facilitate both deep-level text processing and the synthesizing or integration of textual ideas. At the same time, Mason et al acknowledged that the effects of readers' beliefs on text processing and comprehension might have been larger had the students been given more than one reading text.…”

Section: Personal Epistemology and Text Comprehensionmentioning

confidence: 59%

Knowing, Knowledge and Beliefs

2008

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“…Research has shown that individuals hold different expectations about the knowledge they will gain (Mason et al 2006;Schraw 2000). Some individuals regard the author as an authority and expect text to communicate reliable facts.…”

Section: Introductionmentioning

confidence: 99%

Information literacy of U.S. and Indian engineering undergraduates

2013

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To be competitive, contemporary engineers must be capable of both processing and communicating information effectively. Available research suggests that Indian students would be disadvantaged in information literacy in their language of instruction (English) compared to U.S. students because English is not Indian students’ native language. Compared to U.S. students, Indian students (a) were predicted to apply practical text processing strategies to a greater extent than analytic strategies and (b) endorse the direct transmission of information over critical, interpretive analysis of information. Two validated scales measuring self-reported use of reading strategies and beliefs about interpreting and critiquing written information were administered to engineering students at an Indian Institute of Technology in their freshman to senior years. Neither prediction was supported: Indian students reported applying analytic strategies over pragmatic strategies and were more disposed to critically analyze information rather than accept it passively. Further, Indian students reported being more analytic and more reflective in their reading behaviors than U.S. engineering students. Additional data indicated that U.S. and Indian students’ text-processing strategies and beliefs are associated with the texts that they read and their academic behaviors.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-244) contains supplementary material, which is available to authorized users.

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Effects of beliefs about meaning construction and task instructions on interpretation of narrative text

Cited by 32 publications

References 43 publications

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

Knowing, Knowledge and Beliefs

Information literacy of U.S. and Indian engineering undergraduates

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