Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 410-431 |
| Number of pages | 22 |
| Journal | Discourse Processes |
| Volume | 55 |
| Issue number | 4 |
| DOIs | |
| State | Published - May 19 2018 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Communication
- Language and Linguistics
- Linguistics and Language
Cite this
}
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory. / Bohn-Gettler, Catherine M.; McCrudden, Matthew T.
In: Discourse Processes, Vol. 55, No. 4, 19.05.2018, p. 410-431.Research output: Contribution to journal › Article
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.
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.
UR - http://www.scopus.com/inward/record.url?scp=85015716010&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85015716010&partnerID=8YFLogxK
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 -