Learning from texts: Effects of prior knowledge and text coherence

TLDR

The study examined how prior knowledge affects learning from high‑ and low‑coherence history texts, guided by the construction‑integration model of comprehension. Experiment 1 assessed comprehension through free recall, multiple‑choice questions, and keyword sorting, while Experiment 2 evaluated open‑ended questions and sorting immediately and after a one‑week delay. High‑coherence texts improved recall and multiple‑choice performance, whereas high‑knowledge readers excelled on sorting and open‑ended questions after low‑coherence texts; low‑coherence texts required more inference, which benefited high‑knowledge readers, and delay had little effect.

Abstract

Two experiments, theoretically motivated by the construction‐integration model of comprehension (W. Kintsch, 1988), investigated effects of prior knowledge on learning from high‐ and low‐coherence history texts. In Experiment 1, participants' comprehension was examined through free recall, multiple‐choice questions, and a keyword sorting task. An advantage was found for the high‐coherence text on recall and multiple‐choice questions. However, high‐knowledge readers performed better on the sorting task after reading the low‐coherence text. In Experiment 2, participants' comprehension was examined through open‐ended questions and the sorting task both immediately and after a 1‐week delay. Little effect of delay was found, and the previous sorting task results failed to replicate. As predicted, high‐knowledge readers performed better on the open‐ended questions after reading the low‐coherence text. Reading times from both experiments indicated that the low‐coherence text requires more inference processes. These inferences are more likely to be successful and useful for high‐knowledge readers.