Marianne Elshout‐mohr
Biographic Data
| ID | 2385670 |
|---|---|
| NAME | Marianne Elshout‐mohr |
| GIVEN NAMES | Marianne |
| FAMILY NAME | Elshout‐mohr |
| SIGNATURE | MOHR M E |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 1 |
Presence and place of main ideas and examples in study texts
Background: How indispensable are examples and main ideas in study texts? In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding. Aims: This study explored how text comprehension is influenced by main idea…
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
Presence and place of main ideas and examples in study texts
Background: How indispensable are examples and main ideas in study texts? In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding. Aims: This study explored how text comprehension is influenced by main idea…
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
Deriving the Meaning of Unknown Words From Multiple Contexts
Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students&;apos; proficiency in three activities: decontextualization of the target word meanings from the contexts (decontextualization), testing initial ideas about the word meanings with subsequent contexts (cumulative testing), and formulating dictionary-like definitions (defining). We compared eight stu…
Presence and place of main ideas and examples in study texts
Background: How indispensable are examples and main ideas in study texts? In research into comprehension of expository texts examples are sometimes considered as cognitive support, sometimes as seductive details. According to the cognitivist view, text comprehension is based on main ideas, whereas the constructivist view holds that examples are the basis of understanding. Aims: This study explored how text comprehension is influenced by main idea…
Cognitive psychology (2 works) · Computer Science (2 works) · Linguistics (2 works) · Psychology (2 works) · Cognition (1 works) · Cognitive science (1 works) · Comprehension (1 works) · Construct (python library) (1 works) · Educational Strategies and Epistemologies (1 works) · Elaboration (1 works)