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Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

Jukka Hyönä; José A. León; Johanna K. Kaakinen; José David Moreno

Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

Jukka Hyönä
José A. León
Johanna K. Kaakinen
José David Moreno
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1135_755X_psed_27_1_0051.pdf (241.3Kb)
Lataukset: 

Colegio Oficial de la Psicología de Madrid
doi:10.5093/psed2020a20
URI
https://journals.copmadrid.org/psed/art/psed2020a20
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Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2021042820931
Tiivistelmä

Abstract


The aim of the present study
was to examine effects of relevance instructions and elaborative
interrogation on the processing of and memory for expository texts. Eye
movements of 132 undergraduate students were tracked while they read
expository texts. After reading each text, they produced an oral
summary. Participants were divided into four experimental conditions
that differed by the presence or absence of the why question and the
specific or general relevance instruction they received. Results showed
that readers who received the why question embedded in the texts and
also received the specific instruction of answering the question
demonstrated more strategic reading, as reflected in their first-pass
and look-back reading times and also in their better recall of
question-relevant information. These results can be readily applied to
real-life learning contexts, as they suggest that employing specific
relevance instructions in combination with elaborative interrogation may
elicit more efficient and strategic reading.

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