Psychology of Science Text Comprehension

Jose Otero, Jos‚ A. Le¢n, Arthur C. Graesser

• Contents: Preface. A.C. Graesser, J.A. León, J. Otero, Introduction to the Psychology of Science Text Comprehension. Part I: The Functions, Contents, and Design of Science Texts.S.R. Goldman, G.L. Bisanz, Toward a Functional Analysis of Scientific Genres: Implications for Understanding and Learning Processes. M.J. Chambliss, The Characteristic of Well-Designed Science Textbooks. I. Martins, Visual Imagery in School Science Texts. S. Ohlsson, Generating and Understanding Qualitative Explanations. Part II: Basic Cognitive Representations and Processes in Text Comprehension.P. van den Broek, S. Virtue, M.G. Everson, Y. Tzeng, Y-C. Sung, Comprehension and Memory of Science Texts: Inferential Processes and the Construction of a Mental Representation. J.A. León, G.E. Peñalba, Understanding Causality and Temporal Sequence in Scientific Discourse. I. Tapiero, J. Otero, Situation Models as Retrieval Structures: Effects on the Global Coherence of Science Texts. P. Maury, O. Pérez, J.A. León, Predictive Inferences in Scientific and Technological Contexts. M. Elshout-Mohr, M. van Daalen-Kapteijns, Situated Regulation of Scientific Text Processing. Part III: Comprehension Monitoring.J. Dunlosky, K.A. Rawson, D.J. Hacker, Metacomprehension of Science Text: Investigating the Levels-of-Disruption Hypothesis. J. Otero, Noticing and Fixing Difficulties While Understanding Science Texts. H. van Oostendorp, Updating Mental Representations During Reading Scientific Text. Part IV: Coordinating Multiple Information Sources and Media.R.E. Mayer, Using Illustrations to Promote Constructivist Learning From Science Text. M. Hegarty, N.H. Narayanan, P. Freitas, Understanding Machines From Multimedia and Hypermedia Presentations. W. Schnotz, M. Bannert, T. Seufert, Toward an Integrative View of Text and Picture Comprehension: Visualization Effects on the Construction of Mental Models. J-F. Rouet, E. Vidal-Abarca, "Mining for Meaning:" Cognitive Effects of Inserted Questions in Learning From Scientific Text.

"...this volume provides detailed descriptions of the multiple facets of science text design and comprehension. The analysis throughout are concise, and the tenor of the writing is non-technical. It draws on the cross-disciplinary interests of cognitive science, is relevant to a diverse audience, and can serve an important propaedeutic function for graduate students or others interested in entering the discourse on text comprehension....This volume makes a significant contribution to our understanding of the nature of coherence as an important cognitive construction that is created during reading."—Roman TarabanTexas Tech University