Cohesion/Knowledge Interactions in Post-tutoring Reflective Text

In a previous paper we showed that providing a reflective/abstractive text can significantly improve how much middle motivation students learn from qualitative physics tutoring. In this paper we further find that the effect can be substantially improved by adjusting the cohesiveness of that text according to these students' level of prior knowledge. However, in contrast to previous work in the field, we find that our high knowledge students learned significantly more from \textit{high} rather than low, cohesion text.