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Direct linkAckerman, Rakefet; Leiser, David – British Journal of Educational Psychology, 2014
Background: Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. Aims: We examined how being led astray…
Descriptors: Metacognition, Undergraduate Students, Expository Writing, High Achievement
