Whose Story Is This? Discrepancy Triggers Readers' Attention to Source Information in Short Narratives

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    • 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