Resolving the Effects of Concreteness on Interest, Comprehension, and Learning Important Ideas From Text

By Mark Sadoski. 2001

120 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/15b6264887490ae73a3b96198ffe1a94b19014b3

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Citations in the corpus

The Four-Phase Model of Interest Development (2006, background): “Triggered situational interest can be sparked by environmental or text features such as incongruous, surprising information; character identification or personal relevance; and intensity (Anderson, Shirey, Wilson, & Fielding, 1987; Garner, Brown, Sanders, & Menke, 1992; Garner, Gillingham, & White, ”
Interesting things and curious people: Exploration and engagement as transient states and enduring strengths. (2009, background): “The largest literature is in the study of reading, which has extensively examined the causes and correlates of a text's interestingness (Hidi, 2001; Sadoski, 2001).”
Are the sources of interest the same for everyone? Using multilevel mixture models to explore individual differences in appraisal structures (2009, methodology): “To use one example, research in reading shows that interesting texts promote the use of deeper text-processing strategies, longer engagement with the text, and ultimately better comprehension and memory (see Ainley, Hidi, & Berndorff, 2002 ; Sadoski, 2001 ).”
Interest—The Curious Emotion (2008, background): “According to educational research (Sadoski, 2001; Silvia, 2006), the largest predictors of a text’s interestingness are (a) a cluster of novelty–complexity variables (the material’s novelty, vividness, complexity, and surprisingness) and (b) a cluster of comprehension variables (coherence, concreten”
How Concrete Language Shapes Customer Satisfaction (2020, background): “Fifth, maybe the language in the more concrete condition was more memorable (Paivio 1995; Sadoski 2001), which drove the effect.”
Predictors and outcomes of situational interest during a science learning task (2013, background): “Concreteness of the material fosters the comprehensibility of the content, which can be considered as a precondition for interest arousal in the content itself (Sadoski 2001; Sadoski et al. 2000).”