Pub Date : 2022-11-26DOI: 10.1080/0163853X.2022.2142459
L. Catrysse, Margot Chauliac, V. Donche, D. Gijbels
ABSTRACT This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.
{"title":"Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation","authors":"L. Catrysse, Margot Chauliac, V. Donche, D. Gijbels","doi":"10.1080/0163853X.2022.2142459","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2142459","url":null,"abstract":"ABSTRACT This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"745 - 770"},"PeriodicalIF":2.2,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48796215","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 : 2022-11-26DOI: 10.1080/0163853X.2022.2148071
T. Redl, A. Szuba, Peter de Swart, Stefan L. Frank, Helen de Hoop
ABSTRACT An eye-tracking experiment was conducted with speakers of Dutch (N = 84, 36 male), a language that falls between grammatical and natural-gender languages. We tested whether a masculine generic pronoun causes a male bias when used in generic statements—that is, in the absence of a specific referent. We tested two types of generic statements by varying conceptual number, hypothesizing that the pronoun zijn “his” was more likely to cause a male bias with a conceptually singular than a conceptually plural antecedent (e.g., Someone (conceptually singular)/Everyone (conceptually plural) with perfect pitch can tune his instrument quickly). We found male participants to exhibit a male bias but with the conceptually singular antecedent only. Female participants showed no signs of a male bias. The results show that the generically intended masculine pronoun zijn “his” leads to a male bias in conceptually singular generic contexts but that this further depends on participant gender.
{"title":"Masculine generic pronouns as a gender cue in generic statements","authors":"T. Redl, A. Szuba, Peter de Swart, Stefan L. Frank, Helen de Hoop","doi":"10.1080/0163853X.2022.2148071","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2148071","url":null,"abstract":"ABSTRACT An eye-tracking experiment was conducted with speakers of Dutch (N = 84, 36 male), a language that falls between grammatical and natural-gender languages. We tested whether a masculine generic pronoun causes a male bias when used in generic statements—that is, in the absence of a specific referent. We tested two types of generic statements by varying conceptual number, hypothesizing that the pronoun zijn “his” was more likely to cause a male bias with a conceptually singular than a conceptually plural antecedent (e.g., Someone (conceptually singular)/Everyone (conceptually plural) with perfect pitch can tune his instrument quickly). We found male participants to exhibit a male bias but with the conceptually singular antecedent only. Female participants showed no signs of a male bias. The results show that the generically intended masculine pronoun zijn “his” leads to a male bias in conceptually singular generic contexts but that this further depends on participant gender.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"828 - 845"},"PeriodicalIF":2.2,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020871","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 : 2022-11-23DOI: 10.1080/0163853X.2022.2140556
Kristella Montiegel
ABSTRACT This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers’ gestures occurred in sequences involving multiple directives to students and were routinely produced as subsequent directives, following students’ noncompliance or displays of trouble related to teachers’ initial directives. These gestural directives are used in two main instructional contexts: when targeting students’ linguistic abilities and when managing classroom conduct. The findings reveal a paradox whereby teachers’ gestures contribute to the classroom goal of socialization into oral communication, despite them being nonverbal resources in a setting that overtly prioritizes spoken language. Data consists of 25 hours of video recordings in one oral classroom in California.
{"title":"Teachers’ gestures for building listening and spoken language skills","authors":"Kristella Montiegel","doi":"10.1080/0163853X.2022.2140556","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2140556","url":null,"abstract":"ABSTRACT This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers’ gestures occurred in sequences involving multiple directives to students and were routinely produced as subsequent directives, following students’ noncompliance or displays of trouble related to teachers’ initial directives. These gestural directives are used in two main instructional contexts: when targeting students’ linguistic abilities and when managing classroom conduct. The findings reveal a paradox whereby teachers’ gestures contribute to the classroom goal of socialization into oral communication, despite them being nonverbal resources in a setting that overtly prioritizes spoken language. Data consists of 25 hours of video recordings in one oral classroom in California.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"771 - 790"},"PeriodicalIF":2.2,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043464","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 : 2022-10-21DOI: 10.1080/0163853X.2022.2132794
J. Vogels, Josefin Lindgren
ABSTRACT When telling a story, a speaker needs to refer to story characters using appropriate expressions, which requires a mental model of the discourse. We hypothesize that, compared to those of adults, children’s discourse models are based more on factors that are less cognitively demanding, such as animacy, and as they grow older, discourse factors such as givenness will start to play a larger role. To test this, we conducted a longitudinal study of referring expression use in elicited narratives. Swedish-speaking children (n = 17) were tested three times between age 4 and 7 and compared to adults (n = 20). The results show that children, like adults, take into account if, when and how a character has been mentioned earlier when referring, but that they rely more on animacy than adults. These results indicate that the various cues for referential choices are in place in preschool children’s discourse models, but are weighted differently than in adults.
{"title":"The Development of Referring Expression Use from Age 4 to 7 in Swedish-Speaking Children","authors":"J. Vogels, Josefin Lindgren","doi":"10.1080/0163853X.2022.2132794","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132794","url":null,"abstract":"ABSTRACT When telling a story, a speaker needs to refer to story characters using appropriate expressions, which requires a mental model of the discourse. We hypothesize that, compared to those of adults, children’s discourse models are based more on factors that are less cognitively demanding, such as animacy, and as they grow older, discourse factors such as givenness will start to play a larger role. To test this, we conducted a longitudinal study of referring expression use in elicited narratives. Swedish-speaking children (n = 17) were tested three times between age 4 and 7 and compared to adults (n = 20). The results show that children, like adults, take into account if, when and how a character has been mentioned earlier when referring, but that they rely more on animacy than adults. These results indicate that the various cues for referential choices are in place in preschool children’s discourse models, but are weighted differently than in adults.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"722 - 744"},"PeriodicalIF":2.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100640","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 : 2022-10-06DOI: 10.1080/0163853X.2022.2128182
S. Skalicky
ABSTRACT Informed by a theoretical model of satirical uptake, this study investigated processing behavior and comprehension of satirical news articles. Reading times for segments of minimally different satirical and non-satirical texts were collected using within-subjects (Experiment 1) and between-subjects (Experiment 2) designs. Segment reading times and participant familiarity with news genres were used to predict ratings of sincerity, humor, and agreement, as well as manually coded comprehension scores for the satirical texts. In both experiments, text perceptions were significantly different for satirical (vs. non-satirical) texts, with some processing differences observed in Experiment 1. Further results from Experiment 1 included no effects for segment reading times on text perceptions or comprehension scores but did include effects for genre familiarity on text perceptions. Experiment 2 results indicated slower reading times were associated with higher perceptions of sincerity and lower chances of satire comprehension, suggesting effortful processing is a marker of failed satirical uptake.
{"title":"Modeling Satirical Uptake Using Discourse Processing Methods","authors":"S. Skalicky","doi":"10.1080/0163853X.2022.2128182","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2128182","url":null,"abstract":"ABSTRACT Informed by a theoretical model of satirical uptake, this study investigated processing behavior and comprehension of satirical news articles. Reading times for segments of minimally different satirical and non-satirical texts were collected using within-subjects (Experiment 1) and between-subjects (Experiment 2) designs. Segment reading times and participant familiarity with news genres were used to predict ratings of sincerity, humor, and agreement, as well as manually coded comprehension scores for the satirical texts. In both experiments, text perceptions were significantly different for satirical (vs. non-satirical) texts, with some processing differences observed in Experiment 1. Further results from Experiment 1 included no effects for segment reading times on text perceptions or comprehension scores but did include effects for genre familiarity on text perceptions. Experiment 2 results indicated slower reading times were associated with higher perceptions of sincerity and lower chances of satire comprehension, suggesting effortful processing is a marker of failed satirical uptake.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"702 - 721"},"PeriodicalIF":2.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49381606","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 : 2022-09-14DOI: 10.1080/0163853X.2022.2132080
Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett
ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.
{"title":"Extending Gesture’s Impact on Word Learning to Reading: A Self-Paced Reading Study","authors":"Sarah S. Hughes-Berheim, S. Cheimariou, J. Shelley-Tremblay, Margaret M. Doheny, Laura M. Morett","doi":"10.1080/0163853X.2022.2132080","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2132080","url":null,"abstract":"ABSTRACT Taken together, the Coherence Principle of Multimedia Learning Theory and the Integrated Systems Hypothesis propose that co-occurring and semantically congruent verbal and visual information should be integrated into one mental representation that enhances memory. The purpose of this paper was to examine how learning pseudowords with matching versus mismatching gestures affects subsequent identification and integration of these newly learned pseudowords into read sentential contexts. Additionally, the pseudowords were manipulated to occur in either semantically congruent or semantically incongruent read sentential contexts, based on the pseudowords’ learned definition. To investigate the research question, two experiments utilizing self-paced reading paradigms were employed. Results of Experiment 1 indicated partial support for the Integrated Systems Hypothesis. In Experiment 2, results indicated that pseudowords learned with matching gestures were identified more quickly and accurately after being read in semantically congruent sentences compared to semantically incongruent sentences, as was expected based on the Integrated Systems Hypothesis as well as the Coherence Principle of Multimedia Learning Theory. Additional results and implications are reported.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"646 - 667"},"PeriodicalIF":2.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460609","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 : 2022-09-12DOI: 10.1080/0163853X.2022.2116263
Caterina Artuso, P. Palladino
ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role of vocabulary knowledge. Here, we considered breadth, (assessed via a naming task) and depth (assessed via similarity and a vocabulary task). Our data showed the strong relation between WM and reading comprehension is mediated by vocabulary depth (but not vocabulary breadth). In addition, we also demonstrated the reverse relationship, that is WM and reading comprehension account for vocabulary depth (but not breadth). These findings have important implications for educational research and contribute to the literature on the nature of reading comprehension.
{"title":"Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders","authors":"Caterina Artuso, P. Palladino","doi":"10.1080/0163853X.2022.2116263","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2116263","url":null,"abstract":"ABSTRACT In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role of vocabulary knowledge. Here, we considered breadth, (assessed via a naming task) and depth (assessed via similarity and a vocabulary task). Our data showed the strong relation between WM and reading comprehension is mediated by vocabulary depth (but not vocabulary breadth). In addition, we also demonstrated the reverse relationship, that is WM and reading comprehension account for vocabulary depth (but not breadth). These findings have important implications for educational research and contribute to the literature on the nature of reading comprehension.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"685 - 701"},"PeriodicalIF":2.2,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532880","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 : 2022-09-05DOI: 10.1080/0163853X.2022.2107859
J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons
ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face dialogue experiments tested whether gesture duration also follows the given-new contract. In Experiment 1, four experimental sequences confirmed that when speakers repeated their gestures, they shortened the duration significantly. Experiment 2 replicated the effect with spontaneous gestures in a different task. This experiment also extended earlier results with words, confirming that speakers shortened their repeated words significantly in a multimodal dialogue setting, the basic form of language use. Because words and gestures were not necessarily redundant, these results offer another instance in which gestures and words independently serve pragmatic requirements of dialogue.
{"title":"Given-New Effects on the Duration of Gestures and of Words in Face-to-Face Dialogue","authors":"J. Holler, J. Bavelas, Jonathan Woods, Mareike Geiger, Lauren Simons","doi":"10.1080/0163853X.2022.2107859","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2107859","url":null,"abstract":"ABSTRACT The given-new contract entails that speakers must distinguish for their addressee whether references are new or already part of their dialogue. Past research had found that, in a monologue to a listener, speakers shortened repeated words. However, the notion of the given-new contract is inherently dialogic, with an addressee and the availability of co-speech gestures. Here, two face-to-face dialogue experiments tested whether gesture duration also follows the given-new contract. In Experiment 1, four experimental sequences confirmed that when speakers repeated their gestures, they shortened the duration significantly. Experiment 2 replicated the effect with spontaneous gestures in a different task. This experiment also extended earlier results with words, confirming that speakers shortened their repeated words significantly in a multimodal dialogue setting, the basic form of language use. Because words and gestures were not necessarily redundant, these results offer another instance in which gestures and words independently serve pragmatic requirements of dialogue.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"619 - 645"},"PeriodicalIF":2.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43202108","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 : 2022-08-05DOI: 10.1080/0163853X.2022.2106402
Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn
ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.
{"title":"Running through the Who, Where, and When: A Cross-cultural Analysis of Situational Changes in Comics","authors":"Bien Klomberg, Irmak Hacımusaoğlu, Neil Cohn","doi":"10.1080/0163853X.2022.2106402","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2106402","url":null,"abstract":"ABSTRACT Understanding visual narratives requires readers to track dimensions of time, spatial location, and characters across a sequence. Previous work has found situational changes across adjacent panels differ cross-culturally, but few works have examined such situational dimensions across extended sequences. We therefore investigated situational “runs” – uninterrupted sequences of the situational dimensions (time, space, characters) – in a corpus of 300+ annotated comics from the United States, Europe, and Asia. We compared runs’ proportion and average lengths and found that across books, semantic information changed frequently and run length correlated with proportion. Yet, cross-cultural patterns arose, with American and European comics using more continuous runs than Asian comics. American and European comics also used more and longer temporal and character continuity, while Asian comics used more spatial continuity. These findings raise questions about comprehenders’ processing strategies of visual narratives across cultures and how general frameworks of visual narrative comprehension account for variations in situational (dis)continuity.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"669 - 684"},"PeriodicalIF":2.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802713","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 : 2022-07-11DOI: 10.1080/0163853X.2022.2096364
Lisa Scharrer, Vanessa Pape, Marc Stadtler
ABSTRACT Research has shown that laypeople tend to rely on their own evaluations when encountering scientific text information that is easy to comprehend. This easiness effect of science popularization leaves them vulnerable to uncritically accepting misinformation presented in a simplified manner. The present study investigated whether warnings of misinformation frequently used in social networks and other online services mitigate or even prevent the persuasive advantage of information easiness. Forty-one medical laypeople read brief argumentative online texts proposing fictitious health claims. Texts were either easy or difficult to comprehend, and they either were or were not labeled with a warning that independent fact-checkers dispute the information. Results showed that warnings effectively increased laypeople’s skepticism toward scientific misinformation. However, findings also suggested that warnings do not reduce the persuasive advantage of misinformation presented in an easily understandable manner, pointing to the limits of this communicative tool.
{"title":"Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation","authors":"Lisa Scharrer, Vanessa Pape, Marc Stadtler","doi":"10.1080/0163853X.2022.2096364","DOIUrl":"https://doi.org/10.1080/0163853X.2022.2096364","url":null,"abstract":"ABSTRACT Research has shown that laypeople tend to rely on their own evaluations when encountering scientific text information that is easy to comprehend. This easiness effect of science popularization leaves them vulnerable to uncritically accepting misinformation presented in a simplified manner. The present study investigated whether warnings of misinformation frequently used in social networks and other online services mitigate or even prevent the persuasive advantage of information easiness. Forty-one medical laypeople read brief argumentative online texts proposing fictitious health claims. Texts were either easy or difficult to comprehend, and they either were or were not labeled with a warning that independent fact-checkers dispute the information. Results showed that warnings effectively increased laypeople’s skepticism toward scientific misinformation. However, findings also suggested that warnings do not reduce the persuasive advantage of misinformation presented in an easily understandable manner, pointing to the limits of this communicative tool.","PeriodicalId":11316,"journal":{"name":"Discourse Processes","volume":"59 1","pages":"575 - 590"},"PeriodicalIF":2.2,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45970278","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}
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