Self-generated explanations on the question demands are not always helpful

  1. Cerdán Otero, Raquel 1
  2. Gilabert Pérez, Ramiro 1
  3. Vidal-Abarca Gámez, Eduardo 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2013

Número: 16

Páginas: 1-11

Tipo: Artículo

DOI: 10.1017/SJP.2013.45 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Objetivos de desarrollo sostenible

Resumen

This study had two main purposes. First, to measure high-school students� task model representation under the instruction to self-explain questions; second, to test the effects of self-generated explanations on task-demands understanding and performance on questions. We designed a simple experimental situation where high-school students were asked to read two texts and answer questions. Only in half of the questions students were required to self-explain with their own words what the question was asking them for before answering. Contrary to our expectations, self-explaining the questions did not significantly affect skilled comprehenders, whereas it hindered performance in less-skilled comprehenders. Moreover, it inhibited their active engagement in search for textual units of information. Less-skilled comprehenders� explanation protocols included inaccuracies, with consequences on the search process and success in the task. The relationship among quality of task model, search for information and success is discussed in light of the TRACE model (Rouet, 2006).

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