Abstract
This article reviews the role of relevance in text processing. It argues that relevance instructions provided by instructors and texts help readers identify text segments that are germane to a reading goal. A taxonomy of relevance instructions is presented and four basic types of relevance manipulations are considered (i.e., targeted segments, elaborative interrogation, perspective, and purpose). This article also describes a four-stage goal-focusing model to explain how relevance affects attention allocation and text understanding. Directions for future research and educational implications are also discussed.
Original language | English (US) |
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Pages (from-to) | 113-139 |
Number of pages | 27 |
Journal | Educational Psychology Review |
Volume | 19 |
Issue number | 2 |
DOIs | |
State | Published - Jun 1 2007 |
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology