Novice roles for essessing importance in specific texts  

Oleh:

Larkin, Jill H. ; Dee-Lucas, Diana

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Memory and Language (Full Text) vol. 27 no. 3 (Jun. 1988), page 288-308.
Fulltext: 27_03_Dee-Lucas_Larkin.pdf (1.8MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/JML/27 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Previous research shows that content area novices judge certain categories of information (e.g., definitions, facts, equations) as more important than others. The current research tested the hypothesis that novice importance judgements are based on category membership, rather than content differences between categories. Subjects of varying expertise judged the importance of sentences in physics texts when they were presented in one of two forms: definitions or facts (Experiment 1), and equations or their verbal equivalents (Experiment 2). The two sentence versions were always identical in substantive content. Experts and naive subjects (subjects without physics training) judged these variants to be similar in importance. However, beginning physics students judged definition and equation versions as more important. Thus beginning-level students develop rules specifying what categories of information are important, so that sentence category is a salient text feature. Sentence category is irrelevant for experts, who judge importance according to content, and naive subjects, who have not formed expectations regarding the importance of information categories. These results suggest how a content schema might evolve in novice learners.

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