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Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
Yasuhiro Ozuru, Kyle Dempsey and Danielle S. McNamara (2009). Learning and Instruction, 19(3), 228–242.
https://doi.org/10.1016/j.learninstruc.2008.04.003
College students with differing biology knowledge read biology texts. Prior knowledge was positively associated with comprehension; text-cohesion effects also depended on reading skill and the comprehension measure. Knowledge level was not randomly assigned. These findings concern science-text comprehension, not scientists’ appraisal of new research, learning an entire field, or 1Cademy’s effectiveness.
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Scientific Oversight of AI-Assisted Research
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