Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task

We conducted an experiment to examine the assumption that discrepant text assertions influence the encoding and later recognition of the information sources supporting those assertions, as compared to consistent assertions. Forty-two undergraduates (Age M = 20, SD = 1.55) read 24 fictional stories t...

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Bibliographic Details
Main Authors: Saux, Gaston, Londra, Franco, Natalia, Irrazabal, Burin, Debora L., Britt, M. Anne, Rouet, Jean-François
Format: Online
Language:spa
Published: Universidad Nacional de Córdoba 2018
Subjects:
Online Access:https://revistas.unc.edu.ar/index.php/racc/article/view/18514