Comprehension and metacomprehension of negated text

Is retrieval practice beneficial for understanding

Bibliographic Data

ID19509546
AuthorsSara J Margolin (0000-0003-1433-1559, SUNY Brockport), Timothy Brackins (SUNY Brockport)
Year2020
Volume23
Issue1
Pages92-108
Publication date2020-10-19
Open AccessYes
TypeARTICLE
VenueWritten Language & Literacy (JOURNAL)
Journal identifiersISSN: 1387-6732 • E-ISSN: 1570-6001
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/wll.00034.mar
OpenAlexW3033764168
LanguageEN
Citations received1
References cited41

Previous research has demonstrated that negated text is a particularly difficult text construction, and often leads to readers having difficulty understanding and remembering what they have read. To date, attempts at identifying a strategy that would aid in readers’ comprehension of negation have not been successful. However, in studies focused on affirmative text, readers practicing retrieving information from a text showed improvements in comprehension and more accurate metacomprehension judgments. The present study aimed to determine whether this strategy also benefits readers of passages in which a critical concept has been negated. Interestingly, results demonstrated that while readers judged their comprehension to be better when practicing retrieval, their comprehension was not actually better. These results suggest that simply practicing retrieval information is not necessarily enough to enhance comprehension or metacomprehension of this text construction

Cognitive psychology · Comprehension · Linguistics · Negation · Reading comprehension · Computer Science · Educational Strategies and Epistemologies · Memory Processes and Influences · Philosophy · Psychology · Reading and Literacy Development

Tools

Open DOI