INTEREST IN READING: A TEST OF KINTSCH'S MODEL (PREDICTABILITY, PRIOR KNOWLEDGE, POSTDICTABILITY).
Item
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Title
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INTEREST IN READING: A TEST OF KINTSCH'S MODEL (PREDICTABILITY, PRIOR KNOWLEDGE, POSTDICTABILITY).
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Identifier
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AAI8515620
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identifier
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8515620
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Creator
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DEUTSCH, TONI SUE.
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Contributor
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Shirley Feldmann
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Reading
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Abstract
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According to a model of reading interest (Kintsch, 1980), the cognitive interest of a text results from an interaction between three factors: (1) prior knowledge of the subject matter; (2) predictability of the text; and (3) postdictability, or whether the text as a whole makes sense. The design of the study was a 2 x 2 x 2 factorial with five dependent variables. The experimental material was a fable which was adapted for the eight conditions.;Subjects rated the fable for interest and for comprehensibility. Propositions from a dictated recall protocol were counted as a measure of learning. As a second measure of interest, subjects were asked whether they would like a second story to read. A second measure of comprehension, taken from the recall protocol, was a judgement as to whether the subject understood the point of the story.;Scores on a standardized reading test were used as a covariate. This was found to have had no effect on the interest measures, but significant effects on all of the learning and comprehension measures.;A significant main effect for predictability was found on both the Interest Rating and on the Behavioral Interest Measure. On both, moderate predictability was more interesting than low predictability. A three way interaction was found on the Behavioral Interest Measure.;On the Learning Measure, a significant positive main effect was found for predictability. An interaction between predictability and postdictability was also found. In addition, subjects were found to have mentioned the postdictable moral significantly more often than they mentioned the nonpostdictable one. In the comprehension measures, both predictability and postdictability had significant positive effects.;Significant positive correlations were found between the Interest Rating and the Comprehension Rating, the Interest Rating and the Comprehension Measure, and the two interest measures. Significant positive correlations were also found between the Comprehension Rating and the Learning Measure, and between the Comprehension Measure and the Learning Measure. The two comprehension measures were significantly correlated with each other.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
