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Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | Rouet, Jean-François | es |
dc.contributor.author | Saux, Gastón | es |
dc.contributor.author | Ros, Christine | es |
dc.contributor.author | Stadtler, Marc | es |
dc.contributor.author | Vibert, Nicolás | es |
dc.contributor.author | Britt, Anne M. | es |
dc.date.accessioned | 2020-05-20T21:11:24Z | - |
dc.date.available | 2020-05-20T21:11:24Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Rouet, J.F. Inside document models : role of source attributes in readers’ integration of multiple text contents [en línea]. Postprint del artículo publicado en Discourse Processes. 2020. doi:10.1080/0163853X.2020.1750246 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/10035 | es |
dc.identifier.issn | 0163-853X (impreso) | - |
dc.identifier.issn | 1532-6950 (online) | - |
dc.identifier.uri | https://repositorio.uca.edu.ar/handle/123456789/10035 | - |
dc.description.abstract | Abstract: Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model; Perfetti, Rouet, & Britt, 1999). Research into Document models has emphasized the role of information sources in structuring readers' mental models of situations. The present paper reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college students’ evaluation and recognition of two embedded sources as a function of the consistency of their statements (Experiments 1 and 2) and the demands of the reading task (Experiment 2). Sources were introduced either with a knowledge feature (e.g., how the source knew what they knew) or a control feature. Readers were more likely to select the knowledgeable source as more competent and to justify their selection by referring to the knowledge feature (Experiment 1). Experiment 2 found that readers’ preference for knowledgeable sources was stronger when the content statements were discrepant. Preference for knowledgeable sources was also stronger when the task focused on source knowledge, as compared to a control evaluation task or a baseline reading task. The source knowledge evaluation task distinctively enhanced participants' integration of the source designations with their respective statements, as compared to the control and baseline conditions. Results are discussed in light of current theories of single and multiple document comprehension. | es |
dc.format | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Taylor & Francis | es |
dc.rights | Acceso abierto. 18 meses de embargo | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | * |
dc.source | Discourse Processes. 2020 | es |
dc.subject | COMPRENSION DE TEXTOS | es |
dc.subject | FUENTES DE INFORMACION | es |
dc.subject | ESTUDIANTES UNIVERSITARIOS | es |
dc.title | Inside document models : role of source attributes in readers’ integration of multiple text contents | es |
dc.type | Artículo | es |
dc.identifier.doi | 10.1080/0163853X.2020.1750246 | - |
uca.disciplina | PSICOLOGIA | es |
uca.issnrd | 1 | es |
uca.affiliation | Fil: Rouet, Jean-François. University of Poitiers; Francia | es |
uca.affiliation | Fil: Rouet, Jean-François. Centre de Recherches sur la Cognition et l'Apprentissage; Francia | es |
uca.affiliation | Fil: Saux, Gastón. Pontificia Universidad Católica Argentina. Facultad de Piscología y Psicopedagogía; Argentina | es |
uca.affiliation | Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina | es |
uca.affiliation | Fil: Ros, Christine. University of Poitiers; Francia | es |
uca.affiliation | Fil: Ros, Christine. Centre de Recherches sur la Cognition et l'Apprentissage; Francia | es |
uca.affiliation | Fil: Stadtler, Marc. University of Bochum. Institut für Erziehungswissenschaft; Alemania | es |
uca.affiliation | Fil: Vibert, Nicolás. University of Poitiers; Francia | es |
uca.affiliation | Fil: Vibert, Nicolás. Centre de Recherches sur la Cognition et l'Apprentissage; Francia | es |
uca.affiliation | Fil: Britt, Anne M. Northern Illinois University. Department of Psychology; Estados Unidos | es |
uca.version | acceptedVersion | es |
item.grantfulltext | open | - |
item.fulltext | With Fulltext | - |
item.languageiso639-1 | en | - |
crisitem.author.dept | Facultad de Psicología y Psicopedagogía | - |
crisitem.author.dept | Centro de Investigaciones en Psicología y Psicopedagogía (CIPP) | - |
crisitem.author.dept | Consejo Nacional de Investigaciones Científicas y Técnicas | - |
crisitem.author.orcid | 0000-0002-8482-6939 | - |
crisitem.author.parentorg | Pontificia Universidad Católica Argentina | - |
crisitem.author.parentorg | Facultad de Psicología y Psicopedagogía | - |
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