scholarly journals Validating process variables of sourcing in an assessment of multiple document comprehension

2019 ◽  
Vol 89 (3) ◽  
pp. 524-537 ◽  
Author(s):  
Carolin Hahnel ◽  
Ulf Kroehne ◽  
Frank Goldhammer ◽  
Cornelia Schoor ◽  
Nina Mahlow ◽  
...  
Keyword(s):  
Process Variables ◽  
Multiple Document Comprehension ◽  
Multiple Document

Multiple Document Comprehension

2020 ◽  
Author(s):  
M. Anne Britt ◽  
Jean Rouet
Keyword(s):  
Text Structure ◽  
Developmental Trajectory ◽  
Long Term Memory ◽  
Memory Representation ◽  
Context Model ◽  
Model Framework ◽  
Research Attention ◽  
Model Based ◽  
Multiple Document Comprehension ◽  
Multiple Document

Multiple document comprehension refers to people’s acquisition of information from more than one document for the purpose of achieving their goals. Comprehending single documents involves constructing a long-term memory representation in which text contents get integrated with the reader’s prior knowledge. Both text structure and readers’ goals are important in determining which information is included in the reader’s memory representation. In multiple document comprehension, documents are associated with distinct source features and they do not have to follow the coherence and cohesion principles that define single documents. Thus, multiple document comprehension involves several additional challenges, including selecting documents, making strategic reading decisions, and sourcing. The documents model framework (DMF) proposed two additional representations beyond those of single-document comprehension: an intertext model based on identifying and interpreting the document sources and an integrated situation model based on representing conceptual connections across documents organized around the structure of the interpreted task. The RESOLV model extended the DMF by proposing that readers formulate their reading task within a larger physical and social situation (a context model), creating goals and methods to achieve those goals (a task model). One such task situation that has received research attention presents people with documents that describe discrepant accounts of some event. The discrepancy-induced source comprehension (DISC) hypothesis predicted that readers would use source information via an intertext model to resolve the contradictory information in their situation models. Several issues that are the focus of current research include understanding the factors that influence coherence across documents, creating interventions to help students become aware of multiple document challenges, and improving our understanding of the developmental trajectory for learning these skills and how they build upon more basic literacy skills.

Incremental theories of intelligence predict multiple document comprehension

2014 ◽  
Vol 31 ◽  
pp. 11-20 ◽  
Author(s):  
Jason L.G. Braasch ◽  
Ivar Bråten ◽  
Helge I. Strømsø ◽  
Øistein Anmarkrud
Keyword(s):  
Theories Of Intelligence ◽  
Multiple Document Comprehension ◽  
Multiple Document

Multiple Document Comprehension of University Students

2020 ◽  
pp. 221-240 ◽  
Author(s):  
C. Schoor ◽  
C. Hahnel ◽  
N. Mahlow ◽  
J. Klagges ◽  
U. Kroehne ◽  
...  
Keyword(s):  
University Students ◽  
Multiple Document Comprehension ◽  
Multiple Document

scholarly journals Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

2021 ◽  
Author(s):  
Jordan Lombard ◽  
Ivar Bråten ◽  
Cécile van de Leemput ◽  
Franck Amadieu
Keyword(s):  
Future Research ◽  
Task Completion ◽  
Learning Tool ◽  
Multiple Document Comprehension ◽  
Multiple Documents ◽  
Multiple Document

AbstractThis study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

scholarly journals Einschätzungen von Textunterschieden durch Lehramtsstudent*innen: Eine Studie am Beispiel von Texten zum Umgang mit (Leistungs‑)Heterogenität

2021 ◽  
Author(s):  
Fabio Nagele ◽  
Michaela Katstaller ◽  
Ulrike Greiner
Keyword(s):  
Multiple Document Comprehension ◽  
Multiple Document

ZusammenfassungBildungs- und erziehungswissenschaftliche Fragestellungen, die sich z. B. mit dem Umgang mit (Leistungs‑)Heterogenität von Schüler*innen im Klassenzimmer befassen, sind nicht nur aus der Perspektive des pädagogischen Professionswissens relevant, sondern auch Bestandteil von Diskursen zwischen Wissenschaft, Politik, Gesellschaft und pädagogischer Praxis. Da (angehende) Lehrpersonen als aktiv Beteiligte sowohl produktiv als auch rezeptiv an diesen Diskursen partizipieren, benötigen sie die generische Fähigkeit, Aussagen aus verschiedenen Informationsquellen sowie deren Bedeutsamkeit adäquat einschätzen zu können. Basierend auf dem Multiple-Document-Comprehension-Modell (MDC-Modell) wird in dieser Studie untersucht, ob Lehramtsstudent*innen des Bachelorstudiums (n = 193) an der Paris Lodron Universität Salzburg die aus dem MDC-Modell abgeleiteten kognitiven Anforderungen im Vergleich von Texten beherrschen. Den Student*innen wurde dazu ein wissenschaftlicher Text und ein journalistischer Kommentar zu der Frage des Umgangs mit (Leistungs‑)Heterogenität vorgelegt, auf deren Basis Verifikationsitems bearbeitet werden mussten. Anschließend wurden mithilfe eines kognitiven Diagnosemodells (CDM) die kognitiven Anforderungen des MDC-Modells modelliert, um dessen Mehrdimensionalität empirisch abzubilden. Die Ergebnisse zeigen, dass ca. 93 % der Lehramtsstudent*innen zumindest einen der vier Anforderungsbereiche des MDC-Modells nicht beherrschen. Der Beitrag zeigt somit neue Möglichkeiten in der Diagnostik von Fertigkeiten zum Vergleich multipler Dokumente gemäß des MDC-Ansatzes im Bereich der Lehrer*innenbildungsforschung auf, welche zukünftig auch für die Ausbildung von angehenden Lehrpersonen genutzt werden können.

scholarly journals Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome

2021 ◽  
Vol 88 ◽  
pp. 102018
Author(s):  
Cornelia Schoor ◽  
Jean-François Rouet ◽  
Cordula Artelt ◽  
Nina Mahlow ◽  
Carolin Hahnel ◽  
...  
Keyword(s):  
Task Demands ◽  
Comprehension Strategies ◽  
Multiple Document Comprehension ◽  
Multiple Document
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