Please use this identifier to cite or link to this item: https://repositorio.uca.edu.ar/handle/123456789/14827
Título : Conflicting but close: Readers' integration of information sources as a function of their disagreement
Autor : Saux, Gastón 
Britt, Anne M. 
Le Bigot, Ludovic 
Vibert, Nicolás 
Burin, Debora 
Rouet, Jean-François 
Palabras clave : LECTURATEXTOSFUENTES DE INFORMACIONCOMPRENSION LECTORA
Fecha de publicación : 2017
Editorial : Taylor & Francis
Cita : Saux, G., et al. Conflicting but close: Readers' integration of information sources as a function of their disagreement [en línea]. Memory & Cognition. 2017, 45 doi:10.3758/s13421-016-0644-5 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/14827
Resumen : Abstract: According to the documents model framework (Britt, Perfetti, Sandak, & Rouet, 1999), readers' detection of contradictions within texts increases their integration of source-content links (i.e., who says what). This study examines whether conflict may also strengthen the relationship between the respective sources. In two experiments, participants read brief news reports containing two critical statements attributed to different sources. In half of the reports, the statements were consistent with each other, whereas in the other half they were discrepant. Participants were tested for source memory and source integration in an immediate item-recognition task (Experiment 1) and a cued recall task (Experiments 1 and 2). In both experiments, discrepancies increased readers' memory for sources. We found that discrepant sources enhanced retrieval of the other source compared to consistent sources (using a delayed recall measure; Experiments 1 and 2). However, discrepant sources failed to prime the other source as evidenced in an online recognition measure (Experiment 1). We argue that discrepancies promoted the construction of links between sources, but that integration did not take place during reading.
URI : https://repositorio.uca.edu.ar/handle/123456789/14827
ISSN : 1532-5946 (online)
0090-502X
Disciplina: PSICOLOGIA
DOI: 10.3758/s13421-016-0644-5
Derechos: Acceso abierto
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