Constructive Activity in Learning from Text

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Abstract
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/detail retelling, assimilation, problem solving, and extrapolation. The three subtypes were declarative, interrogative, and evaluative responses. Measures of prior knowledge and new learning were also obtained. A path analysis suggested that the level of activity identified by the scale exerted a direct effect on learning and mediated the effects of age and prior knowledge on learning.

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