ABSTRACT
This chapter analyzes the process of noticing and fixing comprehension difficulties that readers encounter in science texts. The chapter analyzes the processes enacted when readers encounter inconsistencies in science texts. There are factors influencing the relative value of G and MAL that might explain some inappropriate regulatory behavior, as discussed in the chapter. In a review study dealing also with the relation of theory and data, examines the role of anomalous data in knowledge acquisition by analyzing cases from the history of science and results from psychology and education. The model presented in the chapter suggests some ways that may improve regulation in this condition. In summary, the complexity of the regulation process outlined in the chapter shows that reacting to comprehension difficulties is not a trivial task. It is difficult to find inferences that could increase the coherence of contradictory statements like those used in the Otero and Campanario experiment.
