Differences in Understanding and the Use of Reflective Variation in Reading

Datos Bibliográficos

ID7675985
AutoresFerence Marton (University of Gothenburg, autor de correspondencia), Maj Asplund Carlsson (0000-0001-9820-0729, University of Gothenburg), László Halász (0000-0003-4726-7012, Institute of Psychology, Chinese Academy of Sciences)
Año1992
Volumen62
Número1
Páginas1-16
Fecha de publicación1992-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1992.tb00995.x
OpenAlexW2031993466
IdiomaEN
Citas recibidas8

S ummary . One group of Hungarian (N=29) and one group of Swedish (N=31) secondary school students read Franz Kafka's famous parable “Before the Law” several times, each reading being followed by the students recalling the story and stating how they had understood what the story meant. A limited number of qualitatively different ways of understanding the parable were found and these different ways could be related to each other in terms of how well they had captured the meaning of the story. In some cases the students used what we have called “reflective variation” in their reading of the story. Reflective variation could have the form of “variation in meaning”—the students trying alternative understandings of the story as a whole or of its constituent parts. Another form of reflective variation found was “elaborative variation” — the students making explicit the implications of their understanding of the story or of some of its constituent parts. The use of reflective variation was highly correlated with more advanced ways of understanding the parable

Linguistics · Meaning (existential) · Reading (process) · Variation (astronomy) · Educational and Social Studies · Educator Training and Historical Pedagogy · Linguistic Education and Pedagogy · Philosophy · Psychology