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Advisor(s)
Abstract(s)
Neste estudo analisa-se o problema da compreensão
de textos, numa abordagem de modelos mentais. A
compreensão de textos é então considerada como a
construção, avaliação e por vezes reconstrução do
modelo mental inicialmente construído.
Propõe-se um procedimento experimental para a
análise dos efeitos de interacção das variáveis
conhecimento anterior (variável do aprendiz) e
assinalamento (variável textual), na compreensão de
um texto de ensino.
Apresenta-se ainda o programa STELLA, que corre
no microcomputador Macintosh, como potencial
instrumento de diagnóstico da estrutura de
conhecimento, já que instrumentos deste tipo,
aplicáveis a compreensão de textos, são
imprescindíveis para a realização de uma investigação
aprofundada sobre o assunto, mas são praticamente
inexistentes.
ABSTRACT: In this paper we discuss the question of text comprehension, using a mental models approach. Text comprehension is seen as a construction, evaluation and sometimes reconstruction of the mental model initially constructed. We present an experimental procedure for the analysis of the interaction effects between previous knowledge variables (the learner variable) and text signaling (the text variable), in the comprehension of an instructional text. We also present the STELLA program for the Macintosh microcomputer as a potential too1 in the diagnose of knowledge structure. These kind of tools are essential to any serious research on text comprehension, but they are difficult to find.
ABSTRACT: In this paper we discuss the question of text comprehension, using a mental models approach. Text comprehension is seen as a construction, evaluation and sometimes reconstruction of the mental model initially constructed. We present an experimental procedure for the analysis of the interaction effects between previous knowledge variables (the learner variable) and text signaling (the text variable), in the comprehension of an instructional text. We also present the STELLA program for the Macintosh microcomputer as a potential too1 in the diagnose of knowledge structure. These kind of tools are essential to any serious research on text comprehension, but they are difficult to find.
Description
Keywords
Citation
Análise Psicológica, 8, 61-69
Publisher
Instituto Superior de Psicologia Aplicada