Please use this identifier to cite or link to this item: https://repositorio.uca.edu.ar/handle/123456789/11463
Título : From simple agents to information sources : Readers’ differential processing of story characters as a function of story consistency
Autor : Saux, Gastón 
Vibert, Nicolás 
Dampuré, Julien 
Burin, Débora I. 
Britt, Anne M. 
Rouet, Jean-François 
Palabras clave : MEMORIAFUENTES DE INFORMACIONCOMPRENSION DE TEXTOSVISION
Fecha de publicación : 2021
Editorial : Elsevier
Cita : Saux, G., Vibert, N., Dampuré, J., Burin, D. I., Britt, A. M., Rouet, J. M.From simple agents to information sources : Readers’ differential processing of story characters as a function of story consistency [en línea]. Acta Psychologica. 2021, 212. Doi: 10.1016/j.actpsy.2020.103191. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/11463
Resumen : Abstract: The study examined how readers integrate information from and about multiple information sources into a memory representation. In two experiments, college students read brief news reports containing two critical statements, each attributed to a source character. In half of the texts, the statements were consistent with each other, in the other half they were discrepant. Each story also featured a non-source character (who made no statement). The hypothesis was that discrepant statements, as compared to consistent statements, would promote distinct attention and memory only for the source characters. Experiment 1 used short interviews to assess participants’ ability to recognize the source of one of the statements after reading. Experiment 2 used eyetracking to collect data during reading and during a source-content recognition task after reading. As predicted, discrepancies only enhanced memory of, and attention to source-related segments of the texts. Discrepancies also enhanced the link between the two source characters in memory as opposed to the non-source character, as indicated by the participants’ justifications (Experiment 1) and their visual inspection of the recognition items (Experiment 2). The results are interpreted within current theories of text comprehension and document literacy.
URI : https://repositorio.uca.edu.ar/handle/123456789/11463
ISSN : 0001-6918
Disciplina: PSICOLOGIA
DOI: 10.1016/j.actpsy.2020.103191
Derechos: Acceso abierto
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