M
Matthew T. McCrudden
Researcher at Pennsylvania State University
Publications - 53
Citations - 1720
Matthew T. McCrudden is an academic researcher from Pennsylvania State University. The author has contributed to research in topics: Reading (process) & Reading comprehension. The author has an hindex of 22, co-authored 53 publications receiving 1418 citations. Previous affiliations of Matthew T. McCrudden include Victoria University of Wellington & University of Nevada, Las Vegas.
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Relevance and Goal-Focusing in Text Processing
TL;DR: 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) as discussed by the authors.
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Processing and recall of seductive details in scientific text
TL;DR: Harp et al. as mentioned in this paper examined how seductive details affect on-line processing of a technical, scientific text and found that the negative effects of these details on comprehension were due to a combination of reduced attentional allocation and disruption of text coherence.
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Exploring How Relevance Instructions Affect Personal Reading Intentions, Reading Goals and Text Processing: A Mixed Methods Study.
TL;DR: This paper investigated how relevance instructions influence readers' personal reading intentions, reading goals, text processing, and memory for text and found that some readers spent more time reading irrelevant information, whereas others spent less time reading this information.
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The effect of causal diagrams on text learning
TL;DR: This paper examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text and found that causal diagrams are not merely redundant with text, but also affect understanding of causal relations in the absence of a text.
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The Effect of Relevance Instructions on Reading Time and Learning
TL;DR: The authors found that prereading relevance instructions increased learning for relevant segments without increasing reading time when reading a scientific text sentence-by-sentence on a computer and that the same segments were learned less well and took longer to read when nonrelevant.