Inside Document Models: Role of Source Attributes in Readers' Integration of Multiple Text Contents

Autor/inn/en	Rouet, Jean-François; Saux, Gaston; Ros, Christine; Stadtler, Marc; Vibert, Nicolas; Britt, M. Anne
Titel	Inside Document Models: Role of Source Attributes in Readers' Integration of Multiple Text Contents
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 58 (2021) 1, S.60-79 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2020.1750246
Schlagwörter	Cognitive Processes; College Students; Recognition (Psychology); Reliability; Difficulty Level; Preferences; Reading Comprehension; Information Sources; Evaluative Thinking; Foreign Countries; France + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Collegestudent; Recognition; Wiedererkennen; Reliabilität; Schwierigkeitsgrad; Leseverstehen; Information source; Informationsquelle; Ausland; Frankreich
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). Research into Document models has emphasized the role of information sources in structuring readers' mental models of situations. The present article 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01