Summarizing versus rereading multiple documents

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-11-10 DOI:10.1016/j.cedpsych.2023.102238

Danielle S. McNamara , Micah Watanabe , Linh Huynh , Kathryn S. McCarthy , Laura K. Allen , Joseph P. Magliano

引用次数: 0

Abstract

Writing an integrated essay based on multiple-documents requires students to both comprehend the documents and integrate the documents into a coherent essay. In the current study, we examined the effects of summarization as a potential reading strategy to enhance participants’ multiple-document comprehension and integrated essay writing. Participants (n = 295) were randomly assigned to either summarize or reread five texts on sun exposure and radiation. They produced an integrated essay based on the texts that they read, which were scored by expert raters. Finally, the participants completed three knowledge assessments (topic, domain, general). Readers who summarized texts had lower essay scores than readers who reread the texts. However, within the summary group, summary quality was positively correlated with essay score. These findings are discussed within the context of multiple-document comprehension and writing skill.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

总结与重读多个文档

写一篇基于多个文件的综合文章要求学生既要理解这些文件，又要把这些文件整合成一篇连贯的文章。在当前的研究中，我们研究了摘要作为一种潜在的阅读策略对提高参与者的多文献理解和综合论文写作的影响。参与者(n= 295)被随机分配总结或重读五篇关于阳光照射和辐射的文章。他们根据所读的文章写了一篇综合文章，由专家打分。最后，参与者完成三项知识评估(主题、领域、一般)。总结文章的阅读者比重读文章的阅读者的作文分数要低。然而，在总结组中，总结质量与论文分数呈正相关。这些发现是在多文件理解和写作技巧的背景下讨论的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.