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ERIC Number: EJ1374499
Record Type: Journal
Publication Date: 2023-May
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: EISSN-1573-0905
Effects of Context and Discrepancy When Reading Multiple Documents
Schoor, Cornelia; Rouet, Jean-François; Britt, M. Anne
Reading and Writing: An Interdisciplinary Journal, v36 n5 p1111-1143 May 2023
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.
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://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A