Readers with misconceptions generate more incorrect and fewer correct knowledge-based inferences than readers without misconceptions, in both text structures¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The misconception group generated significantly fewer correct inferences (M = 7.5 vs. 13.9) and significantly more incorrect inferences (M = 3.8 vs. 0.5) than the nonmisconception group (incorrect-inference η² = .33). → Kendeou 2007

Evidence¶

Kendeou 2007¶

Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35(7), 1567-1577. https://doi.org/10.3758/bf03193491

q3 · i3 · causal · r2

Think-aloud study (Experiment 1) coding seven categories of cognitive processes; prior knowledge main effects on correct (η² = .15) and incorrect (η² = .33) inferences were significant with covariates for reading span and Need for Cognition. The misconception group made "significantly more incorrect inferences (M 3.8)" versus 0.5 for the nonmisconception group.

"There were significant differences as a function of prior knowledge with respect to correct [ F(1,71) 13, p .001, h2 .15] and incorrect [F (1,71) 35.5, p .0001, h2 .33] inferences."

Discussion¶

Related Claims¶

• For readers with misconceptions, the number of correct inferences generated during think-aloud reading predicts text recall — related
• Incorrect inference generation is more common for elaborative than for coherence inference failures, indicating children are less aware which information is relevant for elaborative inferences — related
• Readers with misconceptions engage in more conceptual change strategies than readers without misconceptions, but only when reading a refutation text — related
• Readers with misconceptions recall less textual information than readers without misconceptions, regardless of text structure — related
• Reader misconceptions inhibit comprehension; low-skill readers prefer prior knowledge over contradictory text information — related
• Readers with misconceptions spend more time reading law sentences than readers without misconceptions, but only in refutation texts — related