The Role of Causal Connectivity, Note-taking and Modality of Presentation in the Comprehension of Materials about CSE (Comprehensive Sex Education)

ACOSTA BURALLI, KAREN; JAZMÍN CEVASCO

Congreso; XXXVI Congreso de la Sociedad Argentina de Investigación en Neurociencias; 2021

Sociedad Argentina de Neurociencias

The goal of this study was toexamine the role of the causal connectivity of the statements (Low-Medium-High) and the condition of note-taking (focused on speakers? emotions, focused on the comprehender?s emotions or focused on the importanceof the topic of the materials). With this aim, we asked a group of college students to read or listen to an excerptof an interview with highschool students and teachers about CSE, and to answer to an elaboration question(Considering the materials that you read/listened to, how would you define CSE?). Results indicated thatstatements that had a high number of causal connections were more included in the notes participants took andtheir answers to the elaboration question, and that causal connectivity had a greater effect when participantslistened to the materials, and when they took notes focused on the importance of the topic. Also, listening tothe interview and taking notes focused on the importance of its topic promoted that students included a highernumber of statements in their notes than reading its transcript. These results highlight the importance ofpromoting that students take notes, listen to the materials and establishing a high number of discourseconnections during discourse comprehension.