Description:

Effective learning often requires the revision of incorrect knowledge or misconceptions. In formal and informal learning environments such revision can be accomplished with refutation texts. Refutation texts acknowledge misconceptions, directly refute them, and provide a satisfactory explanation. In this talk, I will discuss a series of studies that examine the incremental steps of knowledge revision, detailing its time course and mechanisms during reading comprehension in the context of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). KReC aligns itself nicely with what we know about knowledge revision in the context of reading comprehension and has implications for research in text comprehension, conceptual change, persuasion, and the misinformation effect.