Text is the primary tool to learn disciplinary knowledge in school. Text-based learning is shaped by a complex interplay between the text and reader characteristics. This study examined the role of text structure and inhibition in conceptual learning about energy. Inhibition implies the ability to block dominant but inappropriate responses…

The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional…