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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA)
Soares, S., Jerónimo, R., Kolinsky, R.  & Morais, J. (2018). Why Do We Learn Science Better When It Looks Like A Novel?. 28th Annual Meeting of the Society for Text and Discourse.
Exportar Referência (IEEE)
S. A. Soares et al.,  "Why Do We Learn Science Better When It Looks Like A Novel?", in 28th Annu. Meeting of the Society for Text and Discourse, Brighton, 2018
Exportar BibTeX
@misc{soares2018_1576007624942,
	author = "Soares, S. and Jerónimo, R. and Kolinsky, R.  and Morais, J.",
	title = "Why Do We Learn Science Better When It Looks Like A Novel?",
	year = "2018"
}
Exportar RIS
TY  - CPAPER
TI  - Why Do We Learn Science Better When It Looks Like A Novel?
T2  - 28th Annual Meeting of the Society for Text and Discourse
AU  - Soares, S.
AU  - Jerónimo, R.
AU  - Kolinsky, R. 
AU  - Morais, J.
PY  - 2018
CY  - Brighton
AB  - Reading constitutes a fundamental part of scientific literacy (Morais & Kolinsky, 2016). Previous studies have demonstrated that presenting scientific contents in literary narrative format (LN), compared to expository text (ET), produces better learning (e.g., Arya & Maul, 2012; Hadzigeorgiou et al., 2012). However, the precise cognitive processes that underlie this advantage in such learning situations have not been fully addressed. Previous research (e.g., Cain, Oakhill, & Bryant, 2004; Kim, 2016) has established that executive functions (EF), theory of mind (ToM) inferences and more general inferencing processes play an important role in comprehension.
Although there is agreement that EF are fundamental for comprehension and learning processes, it is not clear how they specifically operate when learning scientific contents from different formats. Inferencing ability is considered a fundamental process for establishing coherence, yet most studies that investigate inferencing generation in LN versus ET do not control for content (usually LN do not describe scientific contents), which renders comparisons between the formats in this particular learning situation more difficult. Finally, while the importance of ToM inferences for narrative text comprehension has been demonstrated, its involvement in situations of science learning has not been explored.
Since the LN format seems to promote better comprehension, it is likely that the aforementioned cognitive processes will operate differently across formats. In this PhD project, we aim to investigate how these cognitive processes are involved in these learning situations.
ER  -