The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension
The aim of this study is to analyze the impact of a monitoring strategy on the comprehension of expository texts, taking into account the influence of prior knowledge and working memory capacity in university students. Two experiments were conducted. The first investigated whether the use of the mon...
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| Format: | Article |
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Colegio Oficial de Psicólogos de Madrid
2025-01-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
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https://journals.copmadrid.org/psed/art/psed2025a6
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| _version_ | 1832592093600546816 |
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| author | Juan P. Barreyro Sofía S. Ortíz Jesica Formoso |
| author_facet | Juan P. Barreyro Sofía S. Ortíz Jesica Formoso |
| author_sort | Juan P. Barreyro |
| collection | DOAJ |
| description | The aim of this study is to analyze the impact of a monitoring strategy on the comprehension of expository texts, taking into account the influence of prior knowledge and working memory capacity in university students. Two experiments were conducted. The first investigated whether the use of the monitoring strategy enhanced comprehension of expository texts that required different levels of prior knowledge. The second experiment enquired into the role of working memory in conjunction with the monitoring strategy and varying levels of prior knowledge. The results revealed that the use of the monitoring strategy improved comprehension regardless of prior knowledge level. Furthermore, high working memory capacity is found to be associated with better comprehension, particularly in texts with low prior knowledge content. These findings highlight the importance of considering both the monitoring strategy and working memory capacity in the comprehension of expository texts, with implications for university contexts. |
| format | Article |
| id | doaj-art-df202d69c8ff428983695dd55da09153 |
| institution | Kabale University |
| issn | 1135-755X 2174-0526 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj-art-df202d69c8ff428983695dd55da091532025-01-21T18:22:36ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262025-01-01311455410.5093/psed2025a611320559The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text ComprehensionJuan P. Barreyro0Sofía S. Ortíz1Jesica Formoso2Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental, CONICET, Ciudad Autónoma de Buenos Aires CABA , Argentina, Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME) – CONICET, Ciudad Autónoma de Buenos Aires (CABA), ArgentinaCentro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental, CONICET, Ciudad Autónoma de Buenos Aires CABA , Argentina, Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME) – CONICET, Ciudad Autónoma de Buenos Aires (CABA), ArgentinaCentro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental, CONICET, Ciudad Autónoma de Buenos Aires CABA , Argentina, Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME) – CONICET, Ciudad Autónoma de Buenos Aires (CABA), ArgentinaThe aim of this study is to analyze the impact of a monitoring strategy on the comprehension of expository texts, taking into account the influence of prior knowledge and working memory capacity in university students. Two experiments were conducted. The first investigated whether the use of the monitoring strategy enhanced comprehension of expository texts that required different levels of prior knowledge. The second experiment enquired into the role of working memory in conjunction with the monitoring strategy and varying levels of prior knowledge. The results revealed that the use of the monitoring strategy improved comprehension regardless of prior knowledge level. Furthermore, high working memory capacity is found to be associated with better comprehension, particularly in texts with low prior knowledge content. These findings highlight the importance of considering both the monitoring strategy and working memory capacity in the comprehension of expository texts, with implications for university contexts. https://journals.copmadrid.org/psed/art/psed2025a6 comprehension monitoringexpository textprior knowledgeworking memoryuniversity students |
| spellingShingle | Juan P. Barreyro Sofía S. Ortíz Jesica Formoso The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension Psicología Educativa: Revista de los Psicólogos de la Educación comprehension monitoring expository text prior knowledge working memory university students |
| title | The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension |
| title_full | The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension |
| title_fullStr | The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension |
| title_full_unstemmed | The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension |
| title_short | The Role of Monitoring, Prior Knowledge, and Working Memory in University Students’ Expository Text Comprehension |
| title_sort | role of monitoring prior knowledge and working memory in university students expository text comprehension |
| topic | comprehension monitoring expository text prior knowledge working memory university students |
| url |
https://journals.copmadrid.org/psed/art/psed2025a6
|
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