TY - JOUR
T1 - Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
AU - Bohn-Gettler, Catherine M.
AU - McCrudden, Matthew T.
N1 - Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2018/5/19
Y1 - 2018/5/19
N2 - This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than task-irrelevant text independently of whether the information was consistent with their topic beliefs. In Experiment 2 (n = 76), a think-aloud methodology showed that participants engaged in confirmation strategies when reading belief-consistent text and disconfirmation strategies when reading belief-inconsistent text, independently of whether the information was relevant to their task instructions. Nonetheless, participants recalled task-relevant text better than task-irrelevant text. The results indicate that task relevance instructions affect memory independently of beliefs but that beliefs affect processing independently of task relevance instructions. Thus, moment-by-moment reading processes and memory for text can operate differently as a function of topic beliefs.
AB - This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than task-irrelevant text independently of whether the information was consistent with their topic beliefs. In Experiment 2 (n = 76), a think-aloud methodology showed that participants engaged in confirmation strategies when reading belief-consistent text and disconfirmation strategies when reading belief-inconsistent text, independently of whether the information was relevant to their task instructions. Nonetheless, participants recalled task-relevant text better than task-irrelevant text. The results indicate that task relevance instructions affect memory independently of beliefs but that beliefs affect processing independently of task relevance instructions. Thus, moment-by-moment reading processes and memory for text can operate differently as a function of topic beliefs.
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U2 - 10.1080/0163853X.2017.1292824
DO - 10.1080/0163853X.2017.1292824
M3 - Article
AN - SCOPUS:85015716010
VL - 55
SP - 410
EP - 431
JO - Discourse Processes
JF - Discourse Processes
SN - 0163-853X
IS - 4
ER -