Literaturnachweis - Detailanzeige
| Autor/inn/en | Abendroth, Johanna; Richter, Tobias |
|---|---|
| Titel | Reading Perspectives Moderate Text-Belief Consistency Effects in Eye Movements and Comprehension |
| Quelle | In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 2, S.119-140 (22 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0163-853X |
| DOI | 10.1080/0163853X.2023.2172300 |
| Schlagwörter | Reading Attitudes; Beliefs; Eye Movements; Reading Comprehension; Reading Processes; Science and Society; Reading Rate; Undergraduate Students; Persuasive Discourse; Reading Skills |
| Abstract | Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers' prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent perspective in one experimental session and from a belief-inconsistent reading perspective in another. Eye tracking was used to measure immediate and delayed processing and a sentence verification task was used to measure comprehension. Results revealed longer first-pass reading times for belief-inconsistent claims compared to belief-consistent claims, especially in the belief-inconsistent reading perspective. Longer lookbacks on belief-consistent claims were found in the belief-consistent reading perspective but similar lookback times for both types of claims in the belief-inconsistent reading perspective. We further found better comprehension for belief-consistent information in the belief-consistent reading perspective but balanced comprehension levels in the belief-inconsistent reading perspective. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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