Results Hypothesis 4 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
- The two map groups generally performed better than the no map group (this supports Hypothesis 4). The follow-up analysis shows that different map-provision conditions exerted different effects on the participants’ ability to develop local and global gist comprehension of the texts.
- For a short text, as was used in this study, the concept map did not significantly improve the participants’ local gist comprehension. It may even be counterproductive if the target concepts are not illustrated in the map, and thus are more difficult to refer to (thus Hypothesis 4a can be rejected).
- In the global gist question, the two map groups performed significantly better than the no map group. (this supports Hypothesis 4b)
- Possibly because the two texts were so different in their arguments for the cause of the 228 Incident, having concept maps or not did not significantly improve the participants’ ability to identify the perspectives underlying the texts (thus Hypothesis 4c can be rejected).
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Tags
Psychology
Social Science
Empirical Science
Science
Related
Results Hypothesis 1 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results Hypothesis 2 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results Hypothesis 3 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results Hypothesis 4 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results Hypothesis 5 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results Hypothesis 6 (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)