Universidad de Valencia (Spain).
Span J Psychol. 2013;16:E26. doi: 10.1017/sjp.2013.45.
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).
本研究有两个主要目的。首先，测量高中生在自我解释问题指导下的任务模型表现；其次，检验自我生成的解释对任务需求理解和问题回答表现的影响。我们设计了一个简单的实验情境，要求高中生阅读两篇文本并回答问题。只有在一半的问题中，学生被要求用自己的话解释问题要求他们做什么，然后再回答。与我们的预期相反，自我解释问题并没有显著影响熟练的理解者，反而阻碍了不熟练的理解者的表现。此外，它抑制了他们主动寻找文本信息单元的积极性。不熟练的理解者的解释方案包含不准确之处，这对搜索过程和任务的成功产生了影响。根据TRACE 模型（Rouet，2006），讨论了任务模型质量、信息搜索和成功之间的关系。
