Connaissances initiales, structures textuelles et mémorisation : expérimentations et simulations
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Aix-Marseille 1Disciplines:
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Abstract EN:
This research investigates the effect of prior knowledge on comprehension and memorization of expository texts describing the use of softwares. We theorize that readers of different levels of prior knowledge have different knowledge structures, temporal-causal for beginners and teleological for advanced, and that these structures determine the reading times of the textual information to be encoded, implicit and explicit, and the retrieval of this information. More precisely, we assume that for advanced, the goal and the outcome are directly and strongly associated in memory while the actions, necessary to attain the goal, are subordinated, and that the type of relationships beginners established among the goal, the outcome, and the actions varies according to the order in which they appear in the text. Six experimentations were realized to test this hypothesis. The first test was to show a comprehension facilitation ascribed to the homology of structures between prior knowledge and texts. The second test was to use a primed recognition task that allowed us to study the relationship readers with different levels of prior knowledge established among the goal of a sequence, the actions necessary to attain the goal, and the obtained outcome. We assume that the relationship advanced established among the goal, the actions and the outcome depends on their prior knowledge structures whereas that of beginners varies according to the order in which textual information appears in the text. Four experiments, distinguished by different presentation orders of sentences expressed a goal, an action and an outcome, were realized. The results, that support our main assumption, were simulated and reproduced with the construction-integration model proposed by kintsch (1988, 1998).
Abstract FR:
Cette recherche est consacree a l'etude de l'effet des connaissances initiales sur la comprehension et la memorisation de textes decrivant l'utilisation de logiciels. Nous formulons l'hypothese generale selon laquelle les lecteurs de differents niveaux de connaissances possedent des structures de connaissances differentes, temporo-causale pour les debutants et teleologique pour les avances. Ces structures sont supposees determiner les temps de lecture lors de l'encodage de l'information textuelle, implicite et explicite, et la recuperation de cette information en memoire. Plus precisement, nous supposons que chez les avances, le but et le resultat d'une procedure sont directement et fortement relies, les actions etant subordonnees au but alors que chez les debutants, les relations etablies entre ces memes elements sont essentiellement fonction de leur ordre de presentation dans le texte. Six experimentations ont ete realisees pour tester cette hypothese. Un premier test a consiste a mettre en evidence une facilitation de la comprehension imputable a l'homologie de structures entre les connaissances initiales et les textes. Un second test a consiste a utiliser une tache de reconnaissance avec amorce dans le but d'etudier les relations etablies par des personnes de differents niveaux de connaissances entre le but d'une sequence, les actions necessaires a l'atteinte de ce but et le resultat obtenu. Nous formulons l'hypothese selon laquelle les relations etablies par les avances dependent de leurs structures de connaissances initiales alors que celles etablies par les debutants sont tributaires de l'ordre de presentation des informations dans le texte. Quatre experiences, se caracterisant par differentes positions relatives des phrases exprimant le but, les actions et le resultat au sein des textes, ont ete realisees. Les resultats, compatibles avec notre hypothese, ont ete simules et reproduits avec le modele construction-integration propose par kintsch (1998).