Emotionality and the Refutational Reading Effect

• In Event: Poster Session 8
  In Poster Session: Students' Emotions and Learning

Abstract

Research has shown that compared to traditionally structured texts, students learn more from refutational texts which describe common preconceptions as well as the scientifically accepted conception. Previous research has suggested that emotions like interest might contribute to this refutational text effect. In this study, participants read traditionally structured and refutational texts using the emote-aloud procedure in which participants are asked to describe how each sentence made them feel. Participants reported experiencing a wide range of emotions. Participants who reported more emotions while reading the refutational text learned more, while emotionality had no effect on participants reading the traditional texts. Preliminary qualitative analysis suggests this result might be due to refutational texts facilitating a cycle of positive and negative emotions.

Author

• Brian William Miller, Towson University