How reading goals and rhetorical signals influence recipients' recognition of intertextual conflicts.

Autor/inn/en	Stadtler, Marc; Scharrer, Lisa; Bromme, Rainer
Titel	How reading goals and rhetorical signals influence recipients' recognition of intertextual conflicts.
Quelle	Aus: Carlson, Laura (Hrsg.); Hoelscher, Christoph (Hrsg.); Shipley, Thomas F. (Hrsg.): Proceedings of the 33rd annual conference of the Cognitive Science Society. Expanding the space of cognitive science. Boston, Massachusetts, July 20-23, 2011. Austin, TX: Cognitive Science Society (2011) S. 1346-1351 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-9768318-7-7
Schlagwörter	Kritisches Denken; Pädagogische Psychologie; Digitale Medien; Textverständnis; Wissenschaftsverständnis
Abstract	Becoming aware of conflicting information is an integral part of comprehending multiple documents on a scientific issue. We examined whether memory for conflicts and its application in an essay task could be enhanced by a combination of reading goals and text signals. Two high-coherence-orienting reading goals (reading to write a summary or an argumentation) were contrasted with a low coherence-orienting goal (composing a list of key words). Moreover, for half of the participants texts contained rhetorical connectors signaling the existence of conflicts, whereas the other half did not. A total of 184 undergraduates read multiple documents on a controversial medical issue. As expected, reading with high-coherence goals facilitated conflict recognition more than a low-coherence goal. The facilitative effect of signaling was particularly pronounced in the summary group. Moreover, participants in the signaling-condition and in the high-coherence goal conditions wrote the most integrated essays subsequent to reading. (Orig).
Erfasst von	Externer Selbsteintrag
Update	2019/3