The influence of narrative and expository lesson text structures on knowledge structures: alternate measures of knowledge structure

Educational Technology Research and Development

Volumn 62, Issue 5, 2014, Pages 601-616

  Clariana, Roy B ^a   Wolfe, Michael B ^b   Kim, Kyung ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b GRAND VALLEY STATE UNIVERSITY   (United States)

Author keywords

Knowledge structure measures; Narrative and expository text; Text structure

Indexed keywords

EID: 85027938868     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-014-9348-3     Document Type: Article

References (40)

1. Abbott, H. P. (2002). The Cambridge introduction to narrative. Cambridge, UK: Cambridge University Press.
2. Berlanga, A. J., van Rosmalen, P., Boshuizen, H. P. A., & Sloep, P. B. (2012). Exploring formative feedback on textual assignments with the help of automatically created visual representations. Journal of Computer Assisted Learning,28, 146–160.
3. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
4. Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement. Communication Theory,18, 255–280.
5. CCSS. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects; Appendix A: Research supporting key elements of the standards. Available from the Council of Chief State School Officers, Washington, DC. Retrieved July 22, 2014, from http://www.corestandards.org/assets/Appendix_A.pdf.
6. Clariana, R. B. (2004). Analysis of lexical aggregates (ALA-Reader). Retrieved July 22, 2014, from http://www.personal.psu.edu/rbc4/score.htm.
7. Clariana, R. B. (2010). Deriving group knowledge structure from semantic maps and from essays. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 117–130). New York, NY: Springer.
8. Clariana, R. B., & Koul, R. (2004). A computer-based approach for translating text into concept map-like representations. In A. J. Canas, J. D. Novak, & F. M. Gonzales (Eds.), Concept maps: Theory, methodology, technology (Vol. 2). In Proceedings of the first international conference on concept mapping, Pamplona, Spain, Sep. 14–17, pp. 131–134.
9. Clariana, R. B., & Prestera, G. E. (2009). The effects of lesson screen background color on declarative and structural knowledge. Journal of Educational Computing Research, 40, 281–293.
10. Clariana, R. B., & Taricani, E. M. (2010). The consequences of increasing the number of terms used to score open-ended concept maps. International Journal of Instructional Media, 37, 163–173.
11. Clariana, R. B., & Wallace, P. E. (2007). A computer-based approach for deriving and measuring individual and team knowledge structure from essay questions. Journal of Educational Computing Research, 37, 209–225.
12. Clariana, R. B., Wallace, P. E., & Godshalk, V. M. (2009). Deriving and measuring group knowledge structure from essays: The effects of anaphoric reference. Educational Technology Research and Development, 57, 725–737.
13. Cunningham, L. J., & Gall, M. D. (1990). The effects of expository and narrative prose on student achievement and attitudes toward textbooks. Journal of Experimental Education,58, 165–175.
14. Draper, D. (2010). The instructional effects of knowledge-based community of practice learning environments on student achievement and knowledge convergence. Doctoral dissertation retrieved July 22, 2014, from https://etda.libraries.psu.edu/paper/10629/.
15. Dubeck, L. W., Bruce, M. H., Schmuckler, J. S., Moshier, S. E., & Boss, J. E. (1990). Science fiction aids science teaching. The Physics Teacher,28, 316–318.
16. Goldsmith, T. E., Johnson, P. J., & Acton, W. H. (1991). Assessing structural knowledge. Journal of Educational Psychology,83, 88–96.
17. Ifenthaler, D. (2010). Relational, structural, and semantic analysis of graphical representations and concept maps. Educational Technology Research and Development,58, 81–97. doi:10.1007/s11423-008-9087-4.
18. Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem-solving. Educational Technology Research and Development,50(2), 65–77.
19. Kim, M. K. (2012). Cross-validation study of methods and technologies to assess mental models in a complex problem solving situation. Computers in Human Behavior,28, 703–717.
20. Kintsch, W. (1977). On comprehending stories. In M. A. Just & P. A. Carpenter (Eds.), Cognitive processes in comprehension (pp. 33–62). Hillsdale, NJ: Erlbaum.
21. Klois, S. S., Segers, E., Clariana, R. B., & Verhoeven, L. (2013). Effects of links in children’s digital text comprehension. A presentation with paper at the Twentieth Annual Meeting Society for the Scientific Study of Reading, Hong Kong (July).
22. Koul, R., Clariana, R. B., & Salehi, R. (2005). Comparing several human and computer-based methods for scoring concept maps and essays. Journal of Educational Computing Research, 32, 261–273.
23. Lave, J., & Wenger, E. (1991). Situated learning, legitimate peripheral participation. New York, NY: Cambridge University Press.
24. Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly,16, 72–103.
25. Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1989). Memory improved: Reading and memory enhancement across the life span through strategic text structures. Hillsdale, NJ: Lawrence Erlbaum Associates.
26. Moss, B., & Newton, E. (2002). An examination of the informational text genre in basal readers. Reading Psychology,23, 1–13.
27. Roller, C. M., & Schreiner, R. (1985). The effects of narrative and expository organizational instruction on sixth-grade children’s comprehension of expository and narrative prose. Reading Psychology: An International Quarterly,6, 27–42.
28. Sáenz, L. M., & Fuchs, L. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education,23, 31–41.
29. Schneider, W., Körkel, J., & Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology,81, 306–312.
30. Schvaneveldt, R. W. (Ed.). (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex.
31. Segal, E. M. (1995a). Narrative comprehension and the role of deictic shift theory. In J. F. Duchan, G. A. Bruder, & L. E. Hewitt (Eds.), Deixis in narrative: A cognitive science perspective (pp. 3–17). Hillsdale, NJ: Lawrence Erlbaum Associates.
32. Segal, E. M. (1995b). A cognitive-phenomenological theory of fictional narrative. In J. F. Duchan, G. A. Bruder, & L. E. Hewitt (Eds.), Deixis in narrative: A cognitive science perspective (pp. 61–78). Hillsdale, NJ: Lawrence Erlbaum Associates.
33. Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior,18, 275–290.
34. Storey, D. C. (1982). Reading in the content areas: Fictionalized biographies and diaries for social studies. The Reading Teacher,35, 796–798.
35. Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language,24, 612–630.
36. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York, NY: Academic Press.
37. Wolfe, M. B. (2005). Memory for narrative and expository text: Independent influences of semantic associations and text organization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 359–364.
38. Wolfe, M. B., & Mienko, J. A. (2007). Learning and memory of factual content from narrative and expository text. British Journal of Educational Psychology, 77, 541–564.
39. Zabrucky, K. M., & Moore, D. (1999). Influence of text genre on adults’ monitoring of understanding and recall. Educational Gerontology,25, 691–710.
40. Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin,123, 162–185.