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Whose Story Is This? Discrepancy Triggers Readers' Attention to Source Information in Short Narratives
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- Author(s): Rouet, Jean-François; Le Bigot, Ludovic; de Pereyra, Guillaume; Britt, M. Anne
- Language:
English- Source:
Reading and Writing: An Interdisciplinary Journal. Oct 2016 29(8):1549-1570.- Publication Date:
2016- Document Type:
Journal Articles
Reports - Research- Subject Terms:
- Language:
- Additional Information
- Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: http://www.springerlink.com
- Peer Reviewed: Y
- Source: 22
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Accession Number: 10.1007/s11145-016-9625-0
- ISSN: 0922-4777
- Abstract: Three experiments investigated the role of source information (i.e., who said what) in readers' comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.'s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension.
- Abstract: As Provided
- Number of References: 45
- Publication Date: 2016
- Accession Number: EJ1113244
- Availability:
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