The effect of the wording of multiple documents on learning.

Autor/inn/en	Schoor, Cornelia; Melzner, Nadine; Artelt, Cordula
Titel	The effect of the wording of multiple documents on learning.
Quelle	In: Zeitschrift für pädagogische Psychologie, 33 (2019) 3-4, S. 223-240Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000246
Schlagwörter	Motivation; Vokabular; Leseverstehen; Informationsverarbeitung
Abstract	Learning from multiple documents is challenging, amongst other things, because authors often do not use the same words for the same concept. Derived from theoretical considerations and earlier research, it was assumed that different wording across multiple documents leads to higher cognitive load but can be beneficial for the learning of highly motivated students. In the present study, N = 100 university students (laypersons with regard to the topic) took part. They read two texts on the topic of depression either with the same wording or with different wording and worked on a case study. Prior knowledge, epistemic beliefs, cognitive load, motivational state during learning, and post learning knowledge were assessed. While controlling for prior knowledge, a significant interaction effect was found from wording and motivational state on post knowledge about concepts. Different wording was beneficial only for students with relatively high motivation. However, wording had no effect on cognitive load. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2020/2