Interest and Learning From Text

Garner, Ruth; Alexander, Patricia A.; Gillingham, Mark G.; Kulikowich, Jonna M.; Brown, Rachel

doi:10.3102/00028312028003643

Cited by 115 publications

(90 citation statements)

References 13 publications

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“…The present findings suggest as well that interest in a text can be manipulated externally (Deci, 1992;Garner et al, 1991;Hidi et al, 1992). One explanation for this finding is that text segments become more interesting when they are central to an activated schema (Renninger, 1992).…”

Section: Resultsmentioning

confidence: 68%

“…These questions are important because previous research has manipulated interest by using different texts or altering information within a single text rather than changing the way readers study a single text (Baldwin, Peleg-Bruckner, & McClintock, 1985;Garner et al, 1991;Hidi & Baird, 1988). Presently, it is unclear whether interest in a particular text is due to the content of the text, the context in which that information is encountered, or both.…”

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confidence: 96%

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The Effect of Reader Purpose on Interest and Recall

Schraw

Dennison

1994

Journal of Reading Behavior

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Three experiments tested the hypothesis that different assigned purposes for reading led to changes in the interestingness and recall of text material. Readers in each of the experiments were asked to read a neutral story from one of three assigned perspectives. Experiment 1 found that the interestingness of text segments varied as a function of perspective. Perspective-relevant segments were rated as more interesting and recalled better. Experiment 2 replicated this effect controlling for ratings of interestingness for each segment. Experiment 3 replicated this finding even when a perspective was assigned after reading. We concluded that reading for a particular purpose enhances the interestingness of text information even when that information is not intrinsically interesting. Educational implications were discussed.

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Section: Resultsmentioning

confidence: 68%

mentioning

confidence: 96%

The Effect of Reader Purpose on Interest and Recall

Schraw

Dennison

1994

Journal of Reading Behavior

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“…Hence, the user's processing capacity may be lower for uninteresting posts as compared with postings the user finds interesting. In fact, prior research on interestingness of text has shown that individuals recall uninteresting texts less frequently as compared with interesting ones when faced with large amounts of data (Garner et al, 1991). …”

Section: Behavior Of Osn Contacts and Trustmentioning

confidence: 97%

Forming an intention to act on recommendations given via online social networks

Matook

Brown

Rolf

2015

European Journal of Information Systems

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Online social networks (OSN) are technology-enabled relationship tools in which a user creates a profile, connects to other individuals, and shares user-generated content with them. One of the many features OSN offer is the ability to post messages in the form of product and service recommendations. Although wordof-mouth research has examined this type of personal communication to intentionally influence consumer decisions, limited understanding exists regarding when a user acts upon a recommendation received from one of their contacts. In this study, we draw on relationship theories and research on trust to analyze the impact relationship characteristics and behaviors of the OSN contacts have on trust in the recommendation that subsequently leads a user to act on this OSN contact's recommendation. The results of a survey of 116 OSN users showed that closeness, excessive posting behavior, and past recommendation experience have a positive impact on trust and intention to act on the recommendation. One characteristic of the relationships, that is, similarity, however, does not affect recommendation trust in the context of OSN. The findings enhance our understanding of relationships and their defining characteristics in OSN. The results also provide insights into how companies might leverage OSN in their marketing efforts.

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“…Studies found that readers' background knowledge about the texts can influence text interpretation (Garner, Alexander, Gillingham, Kulikowich, & Brown, 1991). That is, when teacher education students with insufficient teaching experiences read ideological education news, they may perceive a gloomy picture for education and further decrease their enthusiasm for education jobs.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Using Peer-Led Discussion Strategy in a Course of Reading Education News to Extend Teacher Education Students’ Perspectives in Educational Contexts

Liu¹

2014

ASS

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Educational news stories can provide teacher education students with the opportunities to understand educational contexts. However, teacher education students may be difficult to evaluate these stories in a realistic context due to a lack of sufficient educational experiences. If teacher education students have the opportunity to discuss the reported events of education news and to reflect on critical educational issues, they may uncover new understandings of education news stories. This study attempts to employ peer-led discussion strategy in a course of reading education news to extend teacher education students' perspectives in educational contexts. A total of 22 teacher education students enrolled in the course. In the course, a particular type of peer-led discussion strategy was designed for reading 12 pieces of education news. The statistical and interview technique were used to analyze the data on the Reading Perspective Record Form. The study concludes that the majority of teacher education students extended their perspectives on reported educational events by evaluating multiple perspectives during peer-led discussion. Importantly, the peer-led discussion strategy facilitated the students to develop strategic knowledge in relation to educational problems.

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Interest and Learning From Text

Cited by 115 publications

References 13 publications

The Effect of Reader Purpose on Interest and Recall

The Effect of Reader Purpose on Interest and Recall

Forming an intention to act on recommendations given via online social networks

Using Peer-Led Discussion Strategy in a Course of Reading Education News to Extend Teacher Education Students’ Perspectives in Educational Contexts

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