| Project/Area Number |
24530813
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Shizuoka University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2014: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | テキスト学習 / 複数テキスト / 書かれた論争 / 複数文書モデル / 批判的統合 / 学習 / 高次リテラシー / 読解 |
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| Outline of Final Research Achievements |
What is learned from written controversy, or, conflicting texts, particularly when conflicting arguments in the texts are critically integrated? Using the documents model framework, the present study conducted six experiments examining what sorts of mental representation is constructed via critical integration and what factors influence it. The results of the experiments suggest that the critical integration of information from conflicting texts increases the construction of a documents model, which consists of a mental model and an intertext model. Additionally, the results indicated that reading tasks influenced the process, being consistent with the idea that the construction of a document model is a task-dependent process. However, either source quality of texts or need for cognition had no influence.
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