Refutation Text and Inhibition in Conceptual Change Learning

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-7 - Understanding Instruction, Learning, and Motivation in Literacy

Abstract

This study extends current knowledge on reading-induced conceptual change learning by relating issues of research on refutation text and research on an executive function, inhibition of dominant but inappropriate responses. Eighty-one fourth and fifth graders were randomly assigned to the condition of standard text, or the condition of refutation text in a pretest, posttest, and delayed posttest design. Findings revealed that students progressed from pre to posttest and maintained the gained knowledge at delayed posttest regardless the text read. Moreover, for the entire sample of participants inhibition, as measured by response times, uniquely predicted conceptual change learning at delayed posttest. However, the magnitude of the association between inhibition and conceptual change learning was only significant for refutation text readers.

Authors

• Sonia Zaccoletti, University of Padova

• Lucia Mason, University of Padova

• Barbara Carretti, University of Padova

• Sara Scrimin, University of Padova

• Irene-Anna Diakidoy, University of Cyprus