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dc.contributor.authorDiakidoy, Irene-Anna N.en
dc.contributor.authorMouskounti, Thaliaen
dc.contributor.authorFella, A.en
dc.contributor.authorIoannides, Christosen
dc.creatorDiakidoy, Irene-Anna N.en
dc.creatorMouskounti, Thaliaen
dc.creatorFella, A.en
dc.creatorIoannides, Christosen
dc.description.abstractThe study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate students read an extended expository text or a corresponding refutation text that addressed three potential misconceptions about the scientific concept of energy. Think-aloud, cued recall, and posttest data indicated that the positive impact of refutation text was more associated with comprehension outcomes than processes. Refutation text did not influence comprehension processes but facilitated valid inference generation in recall and minimized the negative effects of distortions on learning. The findings suggest the timing of the refutation text effect to be later, after reading, and its nature to be that of neutralizing the influence of any misconceptions on learning from text instead of changing them.en
dc.sourceLearning and Instructionen
dc.titleComprehension processes and outcomes with refutation and expository texts and their contribution to learningen
dc.description.endingpage69Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Ψυχολογίας / Department of Psychology
dc.description.notesCited By :3; Export Date: 12 July 2017en
dc.contributor.orcidDiakidoy, Irene-Anna N. [0000-0003-3650-8108]

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