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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Main Authors: Saux, Gaston, Londra, Franco, Natalia, Irrazabal, Burin, Debora L., Britt, M. Anne, Rouet, Jean-François
Format: Online
Language:spa
Published: Instituto de Investigaciones Psicológicas 2018
Subjects:
Online Access:https://revistas.unc.edu.ar/index.php/racc/article/view/18514
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author Saux, Gaston
Londra, Franco
Natalia, Irrazabal
Burin, Debora L.
Britt, M. Anne
Rouet, Jean-François
author_facet Saux, Gaston
Londra, Franco
Natalia, Irrazabal
Burin, Debora L.
Britt, M. Anne
Rouet, Jean-François
author_sort Saux, Gaston
collection Portal de Revistas
description 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 that presented two assertions produced by two different sources (i.e., two characters in the story). Assertion discrepancy was manipulated so that each statement was consistent or discrepant with the other statement. A title production task (during reading) and a source recognition task (after reading) were used as dependent measures. Discrepant assertions promoted both the production of titles focused on the discrepancy and correct source recognition. These results suggest that discrepancies are one relevant factor to promote critical reading of multiple viewpoints in a text.
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spelling oai:ojs.revistas.unc.edu.ar:article-185142019-06-07T16:20:33Z 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 Comprensión lectora y representación de múltiples fuentes de información en estudiantes universitarios: influencia de las discrepancias textuales sobre una tarea de producción de títulos y una tarea de reconocimiento de "quién dice qué" Saux, Gaston Londra, Franco Natalia, Irrazabal Burin, Debora L. Britt, M. Anne Rouet, Jean-François comprensión lectora fuentes memoria discrepancia reading comprehension sources discrepancy undergraduate students 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 that presented two assertions produced by two different sources (i.e., two characters in the story). Assertion discrepancy was manipulated so that each statement was consistent or discrepant with the other statement. A title production task (during reading) and a source recognition task (after reading) were used as dependent measures. Discrepant assertions promoted both the production of titles focused on the discrepancy and correct source recognition. These results suggest that discrepancies are one relevant factor to promote critical reading of multiple viewpoints in a text. Se estudió experimentalmente el supuesto de que los enunciados discrepantes de un texto influyen en la codificación y posterior reconocimiento de las fuentes de información de dichos enunciados en comparación con enunciados consistentes. Cuarenta y dos estudiantes universitarios (Edad M = 20, SD = 1.55) leyeron 24 noticias ficticias cortas que presentaron dos enunciados producidos por dos fuentes diferentes (i.e., dos personajes dentro de la noticia). Los enunciados se manipularon para que resultasen discrepantes o consistentes entre sí. Se recolectaron dos medidas dependientes: producción de títulos (durante la lectura) y tarea de reconocimiento de fuentes (luego de la lectura). Los enunciados discrepantes favorecieron tanto la producción de títulos centrados en la contradicción como el reconocimiento posterior de las fuentes. Estos resultados señalan la importancia de las discrepancias como elemento de promoción de lectura crítica de múltiples perspectivas en un texto. Instituto de Investigaciones Psicológicas 2018-04-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Experimental application/pdf https://revistas.unc.edu.ar/index.php/racc/article/view/18514 10.32348/1852.4206.v10.n1.18514 Argentinean Journal of Behavioral Sciences; Vol. 10 No. 1 (2018): Revista Argentina de Ciencias del Comportamiento; 66-75 Revista Argentina de Ciencias del Comportamiento; Vol. 10 Núm. 1 (2018): Revista Argentina de Ciencias del Comportamiento; 66-75 1852-4206 10.32348/1852.4206.v10.n1 spa https://revistas.unc.edu.ar/index.php/racc/article/view/18514/Saux2018 Derechos de autor 2018 Gaston Saux, Franco Londra, Irrazabal Natalia, Debora L. Burin, M. Anne Britt, Jean-François Rouet
spellingShingle comprensión lectora
fuentes
memoria
discrepancia
reading comprehension
sources
discrepancy
undergraduate students
Saux, Gaston
Londra, Franco
Natalia, Irrazabal
Burin, Debora L.
Britt, M. Anne
Rouet, Jean-François
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
title 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
title_alt Comprensión lectora y representación de múltiples fuentes de información en estudiantes universitarios: influencia de las discrepancias textuales sobre una tarea de producción de títulos y una tarea de reconocimiento de "quién dice qué"
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic comprensión lectora
fuentes
memoria
discrepancia
reading comprehension
sources
discrepancy
undergraduate students
topic_facet comprensión lectora
fuentes
memoria
discrepancia
reading comprehension
sources
discrepancy
undergraduate students
url https://revistas.unc.edu.ar/index.php/racc/article/view/18514
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