NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ999118
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0737-0008
Text Belief Consistency Effects in the Comprehension of Multiple Texts with Conflicting Information
Maier, Johanna; Richter, Tobias
Cognition and Instruction, v31 n2 p151-175 2013
When reading multiple texts about controversial scientific issues, learners must construct a coherent mental representation of the issue based on conflicting information that can be more or less belief-consistent. The present experiment investigated the effects of text-belief consistency on the situation model and memory for text. Students read four texts about a scientific controversy. Learners' situation model was biased towards their beliefs when belief-consistent and belief-inconsistent texts were presented block-by-block. When the texts were presented alternatingly, situation models for belief-consistent and belief-inconsistent texts were equally strong. Moreover, the text base was better for belief-inconsistent texts. These results support the idea that prior beliefs influence the processing of conflicting information in multiple texts differently on the level of the situation model and on the propositional text base. A more balanced situation model of scientific controversies can be promoted by presenting belief-consistent and belief-inconsistent texts in an alternating sequence. (Contains 5 tables, 2 figures and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany