The impact of presentation format, task assignment, and prior knowledge on students' comprehension of multiple online documents

Journal of Literacy Research

Volumn 39, Issue 4, 2007, Pages 445-470

  Le Bigot, Ludovic ^a,b   Rouet, Jean François ^a  

^a UNIVERSITÉ DE POITIERS   (France)

^b Laboratoire LMDC   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38349041908     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1080/10862960701675317     Document Type: Article

References (39)

1. Brem, S. K., Russell, J., & Weems, L. (2001). Science on the Web: Students' evaluation of scientific arguments. Discourse Processes, 32, 191-213.
2. Britt, M. A., & Angliskas, C. (2002). Improving students' ability to identify and use source information. Cognition and Instruction, 20, 485-522.
3. Britt, M. A., Rouet, J.-F., & Perfetti, C. A. (1996). Using hypertext to study and reason about historical evidence. In J.-F. Rouet, J. J. Levonen, A. P. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp. 43-72). Mahwah, NJ: Erlbaum.
4. Charney, D. (1994). The impact of hypertext on processes of reading and writing. In S. J. Hilligoss & C. L. Selfe (Eds.), Literacy and computers: The complications of teaching and learning with technology (pp. 238-263). New York: Modern Language Association.
5. Chen, S. Y., Fan, J.-P., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: Experts vs. novices. Computers in Human Behavior, 22, 251-266.
6. Coiro, J. (2003, February). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies [Exploring Literacy on the Internet department]. The Reading Teacher, 56(6). Retrieved January 2, 2007, from http://www.readingonline.org/
7. Dee-Lucas, D., & Larkin, J. H. (1995). Learning from electronic texts: Effects of interactive overviews for information access. Cognition and Instruction, 13, 431-468.
8. Dillon, A. (1994). Designing usable electronic text: Ergonomics aspects of human information usage. London: Taylor and Francis.
9. Foltz, P. W. (1996). Comprehension, coherence and strategies in hypertext and linear text. In J.-F. Rouet, R. J. Levonen, A. P. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp. 109-136). Mahwah, NJ: Erlbaum.
10. Hofman, R., & van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30, 129-140.
11. Holmes, D. I. (1994). Authorship attribution. Computers and the Humanities, 28, 87-106.
12. Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12, 301-333.
13. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
14. Kintsch, W., & Yarbrough, J. C. (1982). Role of rhetorical structure in text comprehension. Journal of Educational Psychology, 74, 828-834.
15. Lefavrais, P. (1968). La pipe et le rat [The pipe and the rat]. Paris: Éditions et Applications Psychologiques.
16. Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (pp. 1570-1613). Newark, DE: International Reading Association. Retrieved January 2, 2007, from: http://www.readingonline.org/
17. Mac Lure, E., & Geva, E. (1983). The development of the cohesive use of adversative conjunctions in discourse. Discourse Processes, 6, 411-432.
18. McDonald, S., & Stevenson, J. (1998). Navigation in hyperspace: An evaluation of the effects of navigational tools and subject matter expertise on browsing and information retrieval in hypertext. Interacting With Computers, 10, 129-142.
19. McNamara, D. S., Kintsch, E., Songer, N. S., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43.
20. Nilsson, R. M., & Mayer, R. E. (2002). The effects of graphical organizers giving cues to the structure of a hypertext document on users' navigation strategies and performance. International Journal of Human-Computer Studies, 57, 1-26.
21. Perfetti, C. A., Rouet, J.-F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.
22. Potelle, H., & Rouet, J.-F. (2003). Effects of content representation and readers' prior knowledge on the comprehension of hypertext. International Journal of Human-Computer Studies, 58, 327-345.
23. Reinking, D. (1998). Synthesizing technological transformations of literacy in a post-typographic world. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. xi-xxx). Mahwah, NJ: Erlbaum.
24. Rieh, S. Y. (2002). Judgments of information quality and cognitive authority in the Web. Journal of the American Society for Information Science and Technology, 53, 145-161.
25. Rouet, J.-F. (2003). What was I looking for? The influence of task specificity and prior knowledge on students' search strategies in hypertext. Interacting With Computers, 15, 409-428.
26. Rouet, J.-F. (2006). The skills of document use. From text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.
27. Rouet, J.-F., Favart, M., Britt, M. A., & Perfetti, C. A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15, 85-106.
28. Rouet, J.-F., & Vidal-Abarca, E. (2002). "Mining for meaning": A cognitive examination of inserted questions in learning from scientific text. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 417-436). Mahwah, NJ: Erlbaum.
29. Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. In S. Rosenberg (Ed.). Advances in applied psycholinguistics: Vol.2, Reading, writing, and language learning (pp. 142-175). Cambridge, England: Cambridge University Press.
30. Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students' processes and products. L1 Educational Studies in Language and Literature, 4, 5-33.
31. Spivey, N. N., & King, J. R. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24, 7-26.
32. Strømsø, H. I., & Bråten, I. (2002). Norwegian students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.
33. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Hillsdale. NJ: Erlbaum.
34. Wiley, J. (2001). Supporting understanding through task and browser design. In proceedings of the twenty-third annual conference of the Cognitive Science Society (pp. 1136-1143). Mahwah, NJ: Erlbaum.
35. Wiley, J., & Voss, J. F. (1996). The effects of "playing historian" on learning in history. Applied Cognitive Psychology, 10, S63-S72.
36. Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301-331.
37. Wineburg, S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
38. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlowsky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Erlbaum.
39. Zwaan, R. A., & Singer, M. (2003). Text comprehension. In A. C. Graesser, M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 83-122). Mahwah, NJ: Erlbaum.