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'...
Guardado en:
| Autores principales: | , , , , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | Inglés |
| Publicado: |
Taylor & Francis
2020
|
| Materias: | |
| Acceso en línea: | https://repositorio.uca.edu.ar/handle/123456789/10035 |
| Aporte de: |
| Sumario: | 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. |
|---|