Efectos de la estructura textual sobre la comprensión y abstracción de hechos históricos

Abstract

In two experiments, the effect of textual structure on the comprehension and abstraction of texts from a non-representational psychological approach was investigated. In the first experiment, fifteen college students read three different historical texts with one of three structures: -sequential, hierarchical, and circumstantial- and t was measured whether they interpreted, under-interpreted or over-interpreted the texts in three tests specific to each structure, and whether they abstracted a fact common to the three texts. In the second, the first experiment was systematically replicated but with another fifteen students, who were assigned according to their conceptual knowledge of the historical-political domain. The results suggest greater under-interpretation with the sequential structure, and greater over-interpretation with the hierarchical and circumstantial. Conceptual knowledge explained the findings better than the textual structure but did not account for all variability. The results are discussed in terms of linguistic mediation as a subordinating competence of both conceptual knowledge and textual structure. It also highlights the advantages of the evolving record of each reader’s comprehension, anticipates some sources of additional control for future studies, and concludes by proposing some educational implications of the findings.

Keywords:

textual structure comprehension abstraction conceptual knowledge linguistic mediation

References

Achugar, M., & Schleppegrell, M. J. (2005). Beyond connectors: The construction of cause in history textbooks. Linguistics and Education, 16(3), 298-318. https://doi. org/10.1016/j.linged.2006.02.003

Amiri, F., Zainal, Z., & Abdul, A. (2012). Effects of text structure on the Iranian students` reading comprehension reading. Procedia: Social and Behavioral Sciences, 66, 402-409. https://doi.org/10.1016/j.sbspro.2012.11.283

Armand, F. (2001). Learning from expository texts: Effects of the interaction of prior knowledge and text structure on responses to different questions types. European Journal of Psychology of Education, 16(1), 67-86. https://doi.org/10.1007/BF03172995

Barton, K. C., & Levstik, L. S. (2004). Narrative structure and history education. En K. C. Barton & L. S. Levstik (Eds.), Teaching history for the common good (pp. 129- 149). Lawrence Erlbaum.

Bohn-Gettler, C. M., & Kendeou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206-219. https://doi.org/10.1016/j. cedpsych.2014.05.003

Carretero, M., & Limón, M. (1993). Aportaciones de la psicología cognitiva y de la instrucción a la enseñanza de la historia y las ciencias sociales. Journal for the Study of Education and Development, 16(62-63), 153-167. https://doi.org/10.1080/02103702.1993.10822378

Carretero, M., & López, C. (2011). Estudios sobre el aprendizaje y la enseñanza de la historia: Implicaciones para el desarrollo de la alfabetización histórica. Ciências & Letras, 49, 139-155. https://docplayer.es/90902005-Estudios-sobre-el-aprendizaje-y-la-ensenanza-de-la-his toria-implicaciones-para-el-desarrollo-de-la-alfabetiza cion-historica.html

Carretero, M., Rosa, A., & González, M. F. (2006). Introducción. Enseñar historia en tiempos de memoria. En M. Carretero, A. Rosa & M. F. González (Comps.), Enseñanza de la historia y memoria colectiva (pp. 11- 36). Paidós.

Castro, L. (1972). Diseños experimentales sin estadística. Trillas. Cercadillo, L., Chapman, A., & Lee, P. (2017). Organizing the past: historical accounts, significance and unknown ontologies. En M. Carretero, S. Berger & M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 529-552). Palgrave MacMillan.

De la Sancha, O., & Pérez-Almonacid, R. (2017). Competencias y habilidades: implicaciones de su naturaleza disposicional. En J. J. Irigoyen, K. F. Acuña, & M. Y. Jiménez (Coords.), Aportes conceptuales y derivaciones tecnológicas en psicología y educación. (pp.43-56).

Qartuppi. Dymock, S. (2005). Teaching expository text structure awareness. The Reading Teacher, 59(2), 177-181. https://doi. org/10.1598/RT.59.2.7

Fincher-Kiefer, R. (1992). The role of prior knowledge in inferential processing. Journal of Research in Reading, 15(1), 12-27. https://doi.org/10.1111/j.1467-9817.1992. tb00018.x

Fustes, M., & Fernández, M. (2006). El discurso causal en la enseñanza de la historia. Campo Abierto, 25(1), 99-101. http://hdl.handle.net/11162/28151 Johnston, P. (1984). Prior knowledge and reading comprehension Test Bias. Reading Research Quarterly, 19(2), 219-239. https://doi.org/10.2307/747364

Judd, C. M., & Kenny, D. (1981). Estimating the effects of social interventions. Cambridge University Press.

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

Khoo, Ch., Chan, S., & Niu, Y. (2002). The many facets of cause-effect relation. En R. Green, C. A. Bean, & S. H. Myaeng (Eds.), The semantics of relationships: An interdisciplinary perspective (pp. 51-70).

Kluwer. Kintsch, W. (1998). Comprehension. A paradigm for cognition. Cambridge University Press.

Koban Koç, D. (2016). The role of gender in reading comprehension: An analysis of college-level EFL students’ comprehension of different genres. International Online Journal of Education and Teaching (IOJET), 3(3). 218-227. http://iojet.org/index.php/IOJET/article/ view/142/137

Koh, M. Y. (1985). The role of prior knowledge in reading comprehension. Reading in a Foreign Language, 3(1), 375-380. https://scholarspace.manoa.hawaii.edu/bitstre am/10125/66995/3_1_10125_66995_rfl31yin.pdf

Landis J. R., & Koch G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310

León, J. A., & Carretero, M. (1995). Intervention in comprehension and memory strategies: Knowledge and use of text structure. Learning and Instruction, 5(3), 203-220. https://doi.org/10.1016/0959-4752(95)00011-Q

Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revisions on more- and less-skilled readers’ comprehension of easy and difficult texts. Cognition and Instruction, 18(4), 525-556. https://doi. org/10.1207/S1532690XCI1804_4

McNamara, D. S. (2001). Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55(1), 51-62. https://doi.org/10.1037/ h0087352

McNamara, D. S. (2004). Aprender del texto: Efectos de la estructura textual y las estrategias del lector. Revista Signos, 37(55), 19-30. http://dx.doi.org/10.4067/ S0718-09342004005500002

McNamara, D.S., & Kintsch, W. (1996). Learning from texts: effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247-288. https://doi. org/10.1080/01638539609544975

Meyer, B. J. F. (1984). Text dimensions and cognitive processing. En H. Mandl, N. Stein & T. Trabasso (Eds.), Learning and comprehension of text (pp. 3-52). Lawrence Erlbaum Associates.

Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127-152. https://files.eric. ed.gov/fulltext/EJ1070453.pdf

Montanero, M., & Lucero, M. (2012). Rhetorical structure and graphic organizers: Effects on learning from a history text. International Journal of Instruction, 5(2), 21-40. https://dergipark.org.tr/en/download/article-file/59737

Oakhill, J. (1993). Children´s difficulties in reading comprehension. Educational Psychology Review, 5(3), 223-237. https://www.jstor.org/stable/23359245

Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19(3), 228-242. https://doi.org/10.1016/j. learninstruc.2008.04.003

Paxton, R. J. (1999). A deafening silence: history textbooks and the students who read them. Review of Educational Research, 69(3), 315-339. https://doi. org/10.3102/00346543069003315

Pearson, P. D., Hansen, J., & Gordon, C. (1979). The Effect of background knowledge on young children’s comprehension of explicit and implicit information. Journal of Reading Behavior, 11(3), 201-209. https://doi. org/10.1080/10862967909547324

Pérez-Almonacid, R., & Bautista-Castro, L. R. (2021). Ajuste categorial/conceptual: un análisis histórico-conceptual. Acta Comportamentalia, 29(4), 83-113. http://www.revistas.unam.mx/index.php/acom/article/ view/80315/70797

Pérez-Almonacid, R., García-Utrera, L., & Ortíz, D. M. (2015). El estudio psicológico de la comprensión. En M. A. Reyes, G. Mendoza & P. Barrera (Eds.), Algunas aportaciones psicológicas y sociológicas a la educación (vol. 2, pp. 77-101). Nautilum.

Pérez-Almonacid, R., Rangel, M. M., Bautista, L. R., Hernández, J., & Ortíz, D. M. (2014). Aprendizaje y abstracción conceptual. En G. Mendoza, M. A. Reyes & P. Barrera (Eds.), Algunas aportaciones psicológicas y sociológicas a la educación (1.ª ed.). (pp. 59-79). Universidad Autónoma de Chihuahua.

Rodríguez-Moneo, M., & López, C. (2017). Concept acquisition and conceptual change. En M. Carretero, S. Berger & M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 469-490). Palgrave MacMillan.

Ryle, G. (1949). The concept of mind. Barnes & Noble.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective (1.ª ed.). Lawrence

Erlbaum. Schnotz, W. (1982). How do different readers learn with different text organizations? En A. Flammer & W. Kintsch (Eds.), Discourse processing (pp. 87-97). North Holland.

Scruton, R. (2007). The Palgrave Macmillan Dictionary of Political Thought (3.ª ed.). Palgrave MacMillan.

Shanahan, C. (2009). Disciplinary comprehension. En S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 240-260). Routledge.

Shanahan, T., & Shanahan C. (2008). Teaching disciplinary literacy to adolescents: rethinking content- area literacy. Harvard Educational Review, 78(1), 40-59. https://doi. org/10.17763/haer.78.1.v62444321p602101

Sidman, M. (1960). Tactics of scientific research. Basic Books Szigriszt, F. (1993). Sistemas predictivos de legibilidad del mensaje escrito: fórmula de perspicuidad (Tesis doctoral). Universidad Complutense de Madrid. http://webs. ucm.es/BUCM/tesis//19911996/S/3/S3019601.pdf

Thanyapa, I., & Currie, M.G. (2014). The number of options in multiple choice ítems in language tests: Does it make any difference? Evidence from Thailand. Language Testing in Asia, 4(8), 1-21. https://doi.org/10.1186/ s40468-014-0008-7

Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press. Voss, J. F., & Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14(1), 45-68. https://doi.org/10.1207/s1532690xci1401_2

Voss, J. F., & Wiley, J. (1997). Conceptual understanding in history. European Journal of Psychology of Education, 12, 147-158. https://doi.org/10.1007/BF03173082

Voss, J. F., & Wiley, J. (2006). Expertise in History. En K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (1.ª ed.) (pp. 569-584). Cambridge University Press.

William, P. B., & Carnine, D. W. (2014). Relationship between range of examples and of instructions and attention in concept attainment. The Journal of Educational Research, 74(3), 144-148. https://doi.org/10.1080/00220 671.1981.10885300

Williams, J. P. (2005). Instruction in reading comprehension for primary-grade students: a focus on text structure. The Journal of Special Education, 39(1), 6-18. https://files. eric.ed.gov/fulltext/EJ693938.pdf

Reference by