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Related Experiment Video

Updated: May 7, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Comparing comprehension measured by multiple-choice and open-ended questions.

Yasuhiro Ozuru¹, Stephen Briner, Christopher A Kurby

¹Department of Psychology.

Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale

|September 18, 2013

Summary

This summary is machine-generated.

Open-ended questions assess text comprehension through self-explanations, while multiple-choice questions rely on prior knowledge. These distinct methods reveal different facets of reading comprehension.

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Last Updated: May 7, 2026

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Published on: October 11, 2018

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Published on: November 9, 2018

Area of Science:

Cognitive Psychology
Educational Psychology
Psycholinguistics

Background:

Text comprehension is crucial for learning and knowledge acquisition.
Assessing comprehension effectively requires understanding the underlying cognitive processes.
Different question formats may tap into distinct cognitive mechanisms.

Purpose of the Study:

To compare how open-ended and multiple-choice questions measure text comprehension.
To investigate the relationship between self-explanations, prior knowledge, and question formats.
To explore the implications for dual process theories of text comprehension.

Main Methods:

Participants read a text and explained preselected sentences.
Participants answered both open-ended and multiple-choice questions based on the text.
Performance was analyzed in relation to self-explanation quality and prior knowledge.

Main Results:

Performance on open-ended questions correlated with self-explanation quality.
Performance on multiple-choice questions correlated with prior knowledge.
The two question formats appear to measure different aspects of comprehension.

Conclusions:

Open-ended questions may better reflect deeper processing and understanding.
Multiple-choice questions might be more influenced by existing knowledge than by text processing.
Findings support dual process theories in explaining comprehension differences.