Pub Date : 2023-04-19DOI: 10.1080/0163853X.2023.2199531
Lisa Zacharski, Evelyn C. Ferstl
ABSTRACT The public debate on the use of the German nonbinary gender asterisk (Lehrer*in ‘teacher’) is emotionally charged. While it has been adopted by political and educational institutions, opponents argue that it is inappropriate for making persons identifying themselves beyond the male-female-dichotomy more visible. We investigated this claim by using a word-picture matching task directly assessing mental representations activated by the asterisk. Students evaluated whether pictures of persons read as male, female, or nonbinary were suitable illustrations of immediately preceding role nouns in masculine, feminine, or star form. Processing difficulties for female pictures following masculine nouns confirmed that the latter was not automatically read as generic. High acceptance rates and low reaction times for all pictures following the asterisk suggest it leads to inclusive mental representations including men, women, and persons beyond the gender binary. These results are the first to confirm that the asterisk elicits the intended inclusive interpretation.
{"title":"Gendered Representations of Person Referents Activated by the Nonbinary Gender Star in German: A Word-Picture Matching Task","authors":"Lisa Zacharski, Evelyn C. Ferstl","doi":"10.1080/0163853X.2023.2199531","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2199531","url":null,"abstract":"ABSTRACT The public debate on the use of the German nonbinary gender asterisk (Lehrer*in ‘teacher’) is emotionally charged. While it has been adopted by political and educational institutions, opponents argue that it is inappropriate for making persons identifying themselves beyond the male-female-dichotomy more visible. We investigated this claim by using a word-picture matching task directly assessing mental representations activated by the asterisk. Students evaluated whether pictures of persons read as male, female, or nonbinary were suitable illustrations of immediately preceding role nouns in masculine, feminine, or star form. Processing difficulties for female pictures following masculine nouns confirmed that the latter was not automatically read as generic. High acceptance rates and low reaction times for all pictures following the asterisk suggest it leads to inclusive mental representations including men, women, and persons beyond the gender binary. These results are the first to confirm that the asterisk elicits the intended inclusive interpretation.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1080/0163853X.2023.2197691
Yann Dyoniziak, Anna Potocki, J. Rouet
ABSTRACT With the development of the Internet as a main source of information, teenagers are increasingly faced with multiple documents which may contain contradictory statements, and whose reliability must be assessed. One way to assess information reliability is to evaluate the source of the information (e.g., author expertise, intention). However, teenagers rarely engage in such a sourcing process. The present study aims to explore the role of a potential explanatory factor of teenagers’ sourcing abilities: Advanced Theory of Mind (AToM). We hypothesized that AToM would be significantly related to teenagers’ evaluation skills when reading multiple documents, and in particular to their attribution of sources’ intentions and benevolence. We also hypothesized that this contribution will occur over and above teenagers’ word reading and textual inferencing skills. Seventy-two students in Grade 8 read a set of online documents about a fictitious socio-scientific controversy and answered comprehension and evaluation questions. AToM was a significant predictor of comprehension and evaluation performance. The role of AToM was especially important for the source’s evaluation and intentions questions. This study thus contributes to a better understanding of the possible factors of teenagers’ developing sourcing skills.
{"title":"Role of advanced theory of mind in teenagers’ evaluation of source information","authors":"Yann Dyoniziak, Anna Potocki, J. Rouet","doi":"10.1080/0163853X.2023.2197691","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2197691","url":null,"abstract":"ABSTRACT With the development of the Internet as a main source of information, teenagers are increasingly faced with multiple documents which may contain contradictory statements, and whose reliability must be assessed. One way to assess information reliability is to evaluate the source of the information (e.g., author expertise, intention). However, teenagers rarely engage in such a sourcing process. The present study aims to explore the role of a potential explanatory factor of teenagers’ sourcing abilities: Advanced Theory of Mind (AToM). We hypothesized that AToM would be significantly related to teenagers’ evaluation skills when reading multiple documents, and in particular to their attribution of sources’ intentions and benevolence. We also hypothesized that this contribution will occur over and above teenagers’ word reading and textual inferencing skills. Seventy-two students in Grade 8 read a set of online documents about a fictitious socio-scientific controversy and answered comprehension and evaluation questions. AToM was a significant predictor of comprehension and evaluation performance. The role of AToM was especially important for the source’s evaluation and intentions questions. This study thus contributes to a better understanding of the possible factors of teenagers’ developing sourcing skills.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/0163853X.2023.2177457
Richard J. Gerrig
ABSTRACT In this article, I use the metaphor that readers journey to narrative worlds to review research that has spanned my career. In the first section, I consider the processes that enable readers to undertake these journeys as well as the processes that allow them to participate in the narrative worlds once they have arrived. In the second section, I review research that supports claims that readers’ journeys to narrative worlds create distance from their worlds of origin. In the final section, I consider research that documents fundamental ways in which readers’ real-world beliefs, attitudes, and behaviors are changed by their experiences of narrative worlds.
{"title":"Processes and products of readers’ journeys to narrative worlds","authors":"Richard J. Gerrig","doi":"10.1080/0163853X.2023.2177457","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2177457","url":null,"abstract":"ABSTRACT In this article, I use the metaphor that readers journey to narrative worlds to review research that has spanned my career. In the first section, I consider the processes that enable readers to undertake these journeys as well as the processes that allow them to participate in the narrative worlds once they have arrived. In the second section, I review research that supports claims that readers’ journeys to narrative worlds create distance from their worlds of origin. In the final section, I consider research that documents fundamental ways in which readers’ real-world beliefs, attitudes, and behaviors are changed by their experiences of narrative worlds.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41450678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/0163853X.2023.2190278
Lena Hildenbrand, Lamorej Roberts, J. Wiley
ABSTRACT The present experiment explored the independent effects of refutations and summaries to prevent student misunderstandings when learning from an introductory psychology text on cognitive dissonance. Explicitly presenting and refuting a common misconception about cognitive dissonance did not improve performance on comprehension questions that required understanding of the topic, but adding a final summary paragraph did. The present findings suggest that explanations that aid the integration of correct ideas within a student’s mental model of a phenomenon are more important for supporting conceptual understanding than just the co-activation and recognition of correct and incorrect conceptions.
{"title":"Testing the independent effects of refutations and summaries on understanding","authors":"Lena Hildenbrand, Lamorej Roberts, J. Wiley","doi":"10.1080/0163853X.2023.2190278","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2190278","url":null,"abstract":"ABSTRACT The present experiment explored the independent effects of refutations and summaries to prevent student misunderstandings when learning from an introductory psychology text on cognitive dissonance. Explicitly presenting and refuting a common misconception about cognitive dissonance did not improve performance on comprehension questions that required understanding of the topic, but adding a final summary paragraph did. The present findings suggest that explanations that aid the integration of correct ideas within a student’s mental model of a phenomenon are more important for supporting conceptual understanding than just the co-activation and recognition of correct and incorrect conceptions.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42484844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/0163853X.2023.2197682
DERYA ÇOKAL, R. Filik, P. Sturt, Massimo Poesio
ABSTRACT Corpus evidence suggests that in contexts in which the presence of multiple antecedents might favor plural reference, the disadvantage observed for singular reference may disappear if the potential antecedents are combined in a group-like plural entity. We examined the relative salience of antecedents in conditions where the context either made a group interpretation available (i.e., mereological entity) (e.g., The engineer hooked up the engine to the boxcar …, where group = train), or not (e.g., The engineer detached the engine from the boxcar …). Results from three experiments in which participants were asked to identify referents for singular versus plural pronouns (Experiment 1), to confirm the referents of pronouns in a sentence completion task (Experiment 2), and to provide paraphrases for given texts (Experiment 3), collectively provided evidence that the creation of a group makes that entity (i) a possible referent for singular anaphoric reference and (ii) more salient than its constituents.
{"title":"Anaphoric reference to mereological entities","authors":"DERYA ÇOKAL, R. Filik, P. Sturt, Massimo Poesio","doi":"10.1080/0163853X.2023.2197682","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2197682","url":null,"abstract":"ABSTRACT Corpus evidence suggests that in contexts in which the presence of multiple antecedents might favor plural reference, the disadvantage observed for singular reference may disappear if the potential antecedents are combined in a group-like plural entity. We examined the relative salience of antecedents in conditions where the context either made a group interpretation available (i.e., mereological entity) (e.g., The engineer hooked up the engine to the boxcar …, where group = train), or not (e.g., The engineer detached the engine from the boxcar …). Results from three experiments in which participants were asked to identify referents for singular versus plural pronouns (Experiment 1), to confirm the referents of pronouns in a sentence completion task (Experiment 2), and to provide paraphrases for given texts (Experiment 3), collectively provided evidence that the creation of a group makes that entity (i) a possible referent for singular anaphoric reference and (ii) more salient than its constituents.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43522233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/0163853X.2023.2196915
Edward A. Cranford, Jarrod Moss
ABSTRACT When a situation could lead to multiple mutually exclusive consequences, recent research shows that people automatically generate multiple predictive inferences in memory. Several theoretical mechanisms have been proposed to account for the generation of predictive inferences. One hypothesis is that inferences are minimally encoded, represented only by a set of semantic features related to the inferences or by a more general concept that covers the consequences of both inferences. A second hypothesis is that activation of the inferences is delayed because it is initially weak and requires time to build. In three experiments designed to examine these two hypotheses, participants read narrative passages that supported mutually exclusive consequences. Predictive inferences were not detected in working memory using a word-naming task, even at longer delays, but were detected using a short-term contradiction paradigm and, therefore, available as part of the discourse representation. The combined results indicate that predictive inferences are minimally encoded rather than their activation being delayed.
{"title":"Representation of predictive inferences when multiple alternatives are available","authors":"Edward A. Cranford, Jarrod Moss","doi":"10.1080/0163853X.2023.2196915","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2196915","url":null,"abstract":"ABSTRACT When a situation could lead to multiple mutually exclusive consequences, recent research shows that people automatically generate multiple predictive inferences in memory. Several theoretical mechanisms have been proposed to account for the generation of predictive inferences. One hypothesis is that inferences are minimally encoded, represented only by a set of semantic features related to the inferences or by a more general concept that covers the consequences of both inferences. A second hypothesis is that activation of the inferences is delayed because it is initially weak and requires time to build. In three experiments designed to examine these two hypotheses, participants read narrative passages that supported mutually exclusive consequences. Predictive inferences were not detected in working memory using a word-naming task, even at longer delays, but were detected using a short-term contradiction paradigm and, therefore, available as part of the discourse representation. The combined results indicate that predictive inferences are minimally encoded rather than their activation being delayed.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/0163853X.2023.2185406
Raffaele Dicataldo, Ughetta Moscardino, I. Mammarella, Maja Roch
ABSTRACT Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children’s comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive functions (working memory, inhibitory control and cognitive flexibility), and Theory of Mind to the comprehension of explicit and implicit information during a listening comprehension task among 100 Italian native speakers attending first grade (M age = 6.5 years, SD = 3.7). Hierarchical linear regression analyses indicated that maternal education and children’s verbal skills were positively associated with comprehension of explicit information, whereas cognitive flexibility and Theory of Mind provided an independent contribution to the comprehension of implicit information over and above maternal education and verbal skills. Prereaders not only process different types of information during a listening comprehension task and engage in integrative processes to go beyond the information presented in the text but also rely on different linguistic and cognitive skills in the comprehension of both explicit and implicit information.
{"title":"Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind","authors":"Raffaele Dicataldo, Ughetta Moscardino, I. Mammarella, Maja Roch","doi":"10.1080/0163853X.2023.2185406","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2185406","url":null,"abstract":"ABSTRACT Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children’s comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive functions (working memory, inhibitory control and cognitive flexibility), and Theory of Mind to the comprehension of explicit and implicit information during a listening comprehension task among 100 Italian native speakers attending first grade (M age = 6.5 years, SD = 3.7). Hierarchical linear regression analyses indicated that maternal education and children’s verbal skills were positively associated with comprehension of explicit information, whereas cognitive flexibility and Theory of Mind provided an independent contribution to the comprehension of implicit information over and above maternal education and verbal skills. Prereaders not only process different types of information during a listening comprehension task and engage in integrative processes to go beyond the information presented in the text but also rely on different linguistic and cognitive skills in the comprehension of both explicit and implicit information.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43887913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/0163853x.2023.2185400
Johanna K. Kaakinen, Catherine M. Bohn-Gettler
ABSTRACT The Discourse Processes editorial team has decided to adopt the Transparency and Openness Promotion guidelines. The purpose of the guidelines is to help researchers, journal editors, and reviewers adopt practices that support transparency, openness, and reproducibility of research. The guidelines include eight transparency standards regarding (1) citations of data and materials, (2) data sharing, (3) analytic methods, (4) research materials, (5) design and analysis methods, (6) preregistration of the study, (7) preregistration of the analysis plan, and (8) replication studies. We describe each standard, how they are implemented, and what it means from the perspective of an author who wishes to publish their work in Discourse Processes.
{"title":"Discourse Processes Adopts the Transparency and Openness Promotion Guidelines","authors":"Johanna K. Kaakinen, Catherine M. Bohn-Gettler","doi":"10.1080/0163853x.2023.2185400","DOIUrl":"https://doi.org/10.1080/0163853x.2023.2185400","url":null,"abstract":"ABSTRACT The Discourse Processes editorial team has decided to adopt the Transparency and Openness Promotion guidelines. The purpose of the guidelines is to help researchers, journal editors, and reviewers adopt practices that support transparency, openness, and reproducibility of research. The guidelines include eight transparency standards regarding (1) citations of data and materials, (2) data sharing, (3) analytic methods, (4) research materials, (5) design and analysis methods, (6) preregistration of the study, (7) preregistration of the analysis plan, and (8) replication studies. We describe each standard, how they are implemented, and what it means from the perspective of an author who wishes to publish their work in Discourse Processes.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44249764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/0163853X.2023.2172299
Christian C. Steciuch, Keith K. Millis, Ryan D. Kopatich
ABSTRACT A large body of research has outlined how mental models are formed by comprehending texts, yet relatively less work has been conducted in the field of comprehending artworks. Trans-symbolic comprehension (TSC) processes have been theorized to partially account for how mental models are formed across media. The current study tested whether participants use these processes similarly across reading stories and viewing paintings. The current study also tested whether the frequencies of TSC processes predict the aesthetic responses of understanding, interest, and pleasure. Participants typed out their thoughts while viewing paintings and reading texts. The think-aloud protocols were then parsed and coded for TSC processes. Results indicated similarities in TSC processes across both texts and paintings; however, the association between the TSC processes and aesthetic responses were greater for the texts than for the paintings. Overall, the results provide support for the TSC framework.
{"title":"Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media","authors":"Christian C. Steciuch, Keith K. Millis, Ryan D. Kopatich","doi":"10.1080/0163853X.2023.2172299","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2172299","url":null,"abstract":"ABSTRACT A large body of research has outlined how mental models are formed by comprehending texts, yet relatively less work has been conducted in the field of comprehending artworks. Trans-symbolic comprehension (TSC) processes have been theorized to partially account for how mental models are formed across media. The current study tested whether participants use these processes similarly across reading stories and viewing paintings. The current study also tested whether the frequencies of TSC processes predict the aesthetic responses of understanding, interest, and pleasure. Participants typed out their thoughts while viewing paintings and reading texts. The think-aloud protocols were then parsed and coded for TSC processes. Results indicated similarities in TSC processes across both texts and paintings; however, the association between the TSC processes and aesthetic responses were greater for the texts than for the paintings. Overall, the results provide support for the TSC framework.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48912832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/0163853X.2023.2172300
Johanna Abendroth, Tobias Richter
ABSTRACT Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers’ prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent perspective in one experimental session and from a belief-inconsistent reading perspective in another. Eye tracking was used to measure immediate and delayed processing and a sentence verification task was used to measure comprehension. Results revealed longer first-pass reading times for belief-inconsistent claims compared to belief-consistent claims, especially in the belief-inconsistent reading perspective. Longer lookbacks on belief-consistent claims were found in the belief-consistent reading perspective but similar lookback times for both types of claims in the belief-inconsistent reading perspective. We further found better comprehension for belief-consistent information in the belief-consistent reading perspective but balanced comprehension levels in the belief-inconsistent reading perspective.
{"title":"Reading perspectives moderate text-belief consistency effects in eye movements and comprehension","authors":"Johanna Abendroth, Tobias Richter","doi":"10.1080/0163853X.2023.2172300","DOIUrl":"https://doi.org/10.1080/0163853X.2023.2172300","url":null,"abstract":"ABSTRACT Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers’ prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent perspective in one experimental session and from a belief-inconsistent reading perspective in another. Eye tracking was used to measure immediate and delayed processing and a sentence verification task was used to measure comprehension. Results revealed longer first-pass reading times for belief-inconsistent claims compared to belief-consistent claims, especially in the belief-inconsistent reading perspective. Longer lookbacks on belief-consistent claims were found in the belief-consistent reading perspective but similar lookback times for both types of claims in the belief-inconsistent reading perspective. We further found better comprehension for belief-consistent information in the belief-consistent reading perspective but balanced comprehension levels in the belief-inconsistent reading perspective.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：