Learning From Refutation and Standard Expository Science Texts

The Contribution of Inhibitory Functions in Relation to Text Type

Datos Bibliográficos

ID11273249
AutoresLucia Mason (0000-0001-7134-0510, University of Padua, autor de correspondencia), Erika Borella (0000-0001-5481-6601, University of Padua), Irene‐anna Diakidoy (0000-0003-3650-8108, University of Cyprus), Irene-Anna N Diakidoy (University of Cyprus), Reese Butterfu (0000-0001-9326-4176, Minnesota Department of Education), Reese Butterfuss (University of Minnesota), Panayiota Kendeou (0000-0002-0392-7659, University of Minnesota), Barbara Carretti (0000-0001-5147-7544, University of Padua)
Año2020
Volumen57
Número10
Páginas921-939
Fecha de publicación2020-11-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDiscourse Processes (JOURNAL)
Identificadores de la revistaISSN: 0163-853X • E-ISSN: 1532-6950
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0163853x.2020.1826248
OpenAlexW3106279467
IdiomaEN
Citas recibidas2
Referencias citadas59

Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N = 110) read two texts, one about energy and one about the food chain. One of the texts was a standard expository text; the other was a refutation text. We found that, regardless of text type, students’ conceptual knowledge increased between pretest and posttest, a result retained at delayed posttest. Prepotent response inhibition uniquely predicted conceptual learning but only from refutation texts at both posttests after controlling for prior knowledge and reading comprehension skills. Inhibiting proactive interference also contributed to long-term conceptual learning but only in refutation text readers. These findings suggest that specific inhibitory functions play a role in learning from science texts depending on text structure

Cognitive psychology · Comprehension · Conceptual change · Linguistics · Mathematics education · Reading (process · Reading comprehension · Relation (database · Computer Science · Educational Strategies and Epistemologies · Philosophy · Psychology · Reading and Literacy Development · Science Education and Pedagogy