Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task

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Published: Apr 24, 2018
DOI: https://doi.org/10.32348/1852.4206.v10.n1.18514
Keywords:
reading comprehension, sources, discrepancy, undergraduate students

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Gaston Saux
Universidad Católica Argentina. Centro de Investigaciones en Psicología y Psicopedagogía
Franco Londra
Universidad Católica Argentina. Centro de Investigaciones en Psicología y Psicopedagogía
Irrazabal Natalia
Universidad de Palermo
Debora L. Burin
Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones
M. Anne Britt
Northern Illinois University
Jean-François Rouet
Université de Poitier. Centre Nationale de la Recherche Scientifique

Abstract

We conducted an experiment to examine the assumption that discrepant text assertions influence the encoding and later recognition of the information sources supporting those assertions, as compared to consistent assertions. Forty-two undergraduates (Age M = 20, SD = 1.55) read 24 fictional stories that presented two assertions produced by two different sources (i.e., two characters in the story). Assertion discrepancy was manipulated so that each statement was consistent or discrepant with the other statement. A title production task (during reading) and a source recognition task (after reading) were used as dependent measures. Discrepant assertions promoted both the production of titles focused on the discrepancy and correct source recognition. These results suggest that discrepancies are one relevant factor to promote critical reading of multiple viewpoints in a text.

Article Details

How to Cite
Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task. (2018). Argentinean Journal of Behavioral Sciences, 10(1), 66-75. https://doi.org/10.32348/1852.4206.v10.n1.18514
Issue
Vol. 10 No. 1 (2018): Revista Argentina de Ciencias del Comportamiento
Section
Original Articles

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Author Biographies

Gaston Saux, Universidad Católica Argentina. Centro de Investigaciones en Psicología y Psicopedagogía

Centro de Investigaciones Científicas y Técnicas (CONICET)

Irrazabal Natalia, Universidad de Palermo

Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

Debora L. Burin, Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones

Consejo Nacional de Investigaciones Científicas y Técnicas

Jean-François Rouet, Université de Poitier. Centre Nationale de la Recherche Scientifique

Centre de Recherche sur la Cognition et l'Apprentissage (CERCA, UMR 7295), (CNRS)

How to Cite

Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task. (2018). Argentinean Journal of Behavioral Sciences, 10(1), 66-75. https://doi.org/10.32348/1852.4206.v10.n1.18514

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