Danielle S. McNamara , Micah Watanabe , Linh Huynh , Kathryn S. McCarthy , Laura K. Allen , Joseph P. Magliano
{"title":"总结与重读多个文档","authors":"Danielle S. McNamara , Micah Watanabe , Linh Huynh , Kathryn S. McCarthy , Laura K. Allen , Joseph P. Magliano","doi":"10.1016/j.cedpsych.2023.102238","DOIUrl":null,"url":null,"abstract":"<div><p>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 (<em>n =</em> 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.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Summarizing versus rereading multiple documents\",\"authors\":\"Danielle S. McNamara , Micah Watanabe , Linh Huynh , Kathryn S. McCarthy , Laura K. Allen , Joseph P. Magliano\",\"doi\":\"10.1016/j.cedpsych.2023.102238\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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 (<em>n =</em> 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.</p></div>\",\"PeriodicalId\":10635,\"journal\":{\"name\":\"Contemporary Educational Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2023-11-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0361476X23000929\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0361476X23000929","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
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.
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.
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