Abstract
This study compared the nature of text comprehension as measured by multiple-choice format and open-ended format questions. Participants read a short text while explaining preselected sentences. After reading the text, participants answered open-ended and multiple-choice versions of the same questions based on their memory of the text content. The results indicated that performance on open-ended questions was correlated with the quality of self-explanations, but performance on multiple-choice questions was correlated with the level of prior knowledge related to the text. These results suggest that open-ended and multiple-choice format questions measure different aspects of comprehension processes. The results are discussed in terms of dual process theories of text comprehension.
Original language | English (US) |
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Pages (from-to) | 215-227 |
Number of pages | 13 |
Journal | Canadian Journal of Experimental Psychology |
Volume | 67 |
Issue number | 3 |
DOIs | |
State | Published - Sep 2013 |
Keywords
- learning
- measurement of comprehension
- memory
- reading comprehension
ASJC Scopus subject areas
- Experimental and Cognitive Psychology