Qualitatively different cognitive processing during online reading primed by different study activities |
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Affiliation: | 1. University of Cologne, Department of Psychology, Cologne, Germany;2. HSD Hochschule Döpfer University of Applied Sciences, Cologne, Germany;1. LPC2E-CNRS, Orléans, France;2. Pollutrack, Paris, France;3. Institute Desbrest of Epidemiology and Public Health, University of Montpellier and INSERM, Montpellier, France;4. Comité de Paris/Francilien Contre les Maladies Respiratoires, France |
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Abstract: | This article uses eye-tracking technology to examine how study activities such as taking notes or filling in a graphic organizer affect cognitive processing during learning. College students read a computer-presented passage that compared the characteristics of eastern steamboats (top section) and western steamboats (bottom section), either by reading it twice (read-only group), typing notes into a textbox on the right side of the screen (note-taking group), or typing characteristics of the two types of steamboats into a compare-and-contrast graphic organizer on the right side of the screen (graphic organizer group). Compared to the note-taking group, the graphic organizer group displayed more eye movements between the top and bottom of the passage (i.e., integrative saccades, d = 1.03), more eye movements between the text and the type-in window on the right side (i.e., constructive saccades, d = 0.79), fewer constructive saccades during initial reading (d = ?0.64), and less time looking to the right side during initial reading (d = ?0.81); and scored higher on a comprehension test given afterwards (d = 1.17), although both study groups outscored the read-only group. Results suggest that students in the note-taking group (and read-only group) tended to use a linear learning strategy in which their eyes followed the text in the order presented whereas students in the graphic organizer group tended to use a generative learning strategy in which their eyes searched for connections between specific information across the passage required to make comparisons. |
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Keywords: | Graphic organizer Note-taking Eye tracking Learning strategy Reading |
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