Effects of Context and Discrepancy When Reading Multiple Documents

Autor/inn/en	Schoor, Cornelia; Rouet, Jean-François; Britt, M. Anne
Titel	Effects of Context and Discrepancy When Reading Multiple Documents
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 5, S.1111-1143 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schoor, Cornelia) ORCID (Rouet, Jean-François) ORCID (Britt, M. Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10321-2
Schlagwörter	Reading Processes; Reading Comprehension; Information Sources; College Students; Reading Strategies; Context Effect; Science and Society; Essays; Connected Discourse; Reader Text Relationship + Suchen Sie Ihr Suchwort? Leseprozess; Leseverstehen; Information source; Informationsquelle; Collegestudent; Reading strategy; Leselernstufe; Lesetechnik; Essay; Aufsatzunterricht
Abstract	On a daily basis, most people read about issues of interest from a diversity of sources. Moreover, the information they encounter frequently encompass discrepancies, ranging from minor inconsistencies to straight contradictions. Readers may construct coherent representations from discrepant contents by linking contents to their respective sources and connecting the sources with agree-disagree or other types of connectives. Across research studies, however, college-level readers' attention to sources has been found to vary according to individual, text and task dimensions. The present study tested the assumption that readers' strategies depend both on the discrepancy of the information and on the context in which the task is framed. Moreover, beliefs about science were included as potential moderator of context effects. One hundred and sixty university students were tasked to read about a series of social-scientific issues. The task was framed in either a university context or a personal context scenario. For each topic, the participants read two short texts which provided either consistent or discrepant information, and then they wrote a short overview essay. The university context had a significant impact on indicators related to a documents model representation (e.g., text switches, number of adversative connectors in the essay) and standards for presentation (e.g., time on the essay/task page, formal features of the essay). The data support a context-dependent view of reading comprehension, whereby both reading behavior and outcomes are primarily a function of the standards and goals set by the reader. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01