Episode Details

This video is about schema activation and ways it can both help and distort reading comprehension.

Uploaded 10-01-26

References and for further reading:

Alvermann, D. E., and Hague, S. A. (1989). Comprehension of counterintuitive science text. Journal of Educational Research, 82(4), 197–202.
Bransford, J. D., Johnson, M. K. (1972). “Contextual prerequisites for understanding: Some investigations of comprehension and recall.” Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726.
Dunlosky, J., et al. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1):4-58.
Hattan, C. (2024). Prior knowledge activation and reading comprehension: A review. American Educational Research Journal.
Kendeou, P., and van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97(2), 235–245.
Kendeou, P., and van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension. Memory and Cognition.
Oded, B., and Stavans, A. (1994). The effect of “false” schema activation on the construction of meaning. System.



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