Inside document models : role of source attributes in readers’ integration of multiple text contents

Abstract: Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model; Perfetti, Rouet, & Britt, 1999). Research into Document models has emphasized the role of information sources in structuring readers'...

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Detalles Bibliográficos
Autores principales: Rouet, Jean-François, Saux, Gastón, Ros, Christine, Stadtler, Marc, Vibert, Nicolás, Britt, Anne M.
Formato: Artículo
Lenguaje:Inglés
Publicado: Taylor & Francis 2020
Materias:
COMPRENSION DE TEXTOS
FUENTES DE INFORMACION
ESTUDIANTES UNIVERSITARIOS
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/10035
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139123456789-10035
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic COMPRENSION DE TEXTOS
FUENTES DE INFORMACION
ESTUDIANTES UNIVERSITARIOS
spellingShingle COMPRENSION DE TEXTOS
FUENTES DE INFORMACION
ESTUDIANTES UNIVERSITARIOS
Rouet, Jean-François
Saux, Gastón
Ros, Christine
Stadtler, Marc
Vibert, Nicolás
Britt, Anne M.
Inside document models : role of source attributes in readers’ integration of multiple text contents
topic_facet COMPRENSION DE TEXTOS
FUENTES DE INFORMACION
ESTUDIANTES UNIVERSITARIOS
description Abstract: Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model; Perfetti, Rouet, & Britt, 1999). Research into Document models has emphasized the role of information sources in structuring readers' mental models of situations. The present paper reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college students’ evaluation and recognition of two embedded sources as a function of the consistency of their statements (Experiments 1 and 2) and the demands of the reading task (Experiment 2). Sources were introduced either with a knowledge feature (e.g., how the source knew what they knew) or a control feature. Readers were more likely to select the knowledgeable source as more competent and to justify their selection by referring to the knowledge feature (Experiment 1). Experiment 2 found that readers’ preference for knowledgeable sources was stronger when the content statements were discrepant. Preference for knowledgeable sources was also stronger when the task focused on source knowledge, as compared to a control evaluation task or a baseline reading task. The source knowledge evaluation task distinctively enhanced participants' integration of the source designations with their respective statements, as compared to the control and baseline conditions. Results are discussed in light of current theories of single and multiple document comprehension.
format Artículo
author Rouet, Jean-François
Saux, Gastón
Ros, Christine
Stadtler, Marc
Vibert, Nicolás
Britt, Anne M.
author_facet Rouet, Jean-François
Saux, Gastón
Ros, Christine
Stadtler, Marc
Vibert, Nicolás
Britt, Anne M.
author_sort Rouet, Jean-François
title Inside document models : role of source attributes in readers’ integration of multiple text contents
title_short Inside document models : role of source attributes in readers’ integration of multiple text contents
title_full Inside document models : role of source attributes in readers’ integration of multiple text contents
title_fullStr Inside document models : role of source attributes in readers’ integration of multiple text contents
title_full_unstemmed Inside document models : role of source attributes in readers’ integration of multiple text contents
title_sort inside document models : role of source attributes in readers’ integration of multiple text contents
publisher Taylor & Francis
publishDate 2020
url https://repositorio.uca.edu.ar/handle/123456789/10035
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