Students' consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution.
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| Title: | Students' consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution. |
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| Authors: | Kobayashi, Keiichi1 ekkobay@ipc.shizuoka.ac.jp |
| Source: | Instructional Science. Mar2014, Vol. 42 Issue 2, p183-205. 23p. |
| Subject Terms: | *Reading interests of students, *Conflict management, *Undergraduates, Intertextual analysis, Truthfulness & falsehood |
| Abstract: | This study investigated students' spontaneous use of source information for the resolution of conflicts between texts. One-hundred fifty-four undergraduate students read two conflicting explanations concerning the relationship between blood type and personality under two conditions: either one explanation with a higher credibility source and the opposite explanation with a lower credibility source or the same two explanations but with the sources interchanged. Afterwards, students wrote their opinions about the controversial issue. In their opinion essays, students were more likely to resolve the conflicts between the two explanations by affirming the one from the higher credible source and/or negating the opposite one from the lower credible source, though source manipulation had a small and partial effect on intertextual conflict resolution compared with the perceived quality of each explanation and prior attitudes. However, students' attention to source information during reading and their use of the information for justifying their intertextual conflict resolution were limited. These results suggest that undergraduate students are capable of, but not good at, using source information for intertextual conflict resolution. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 94397743 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Students' consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kobayashi%2C+Keiichi%22">Kobayashi, Keiichi</searchLink><relatesTo>1</relatesTo><i> ekkobay@ipc.shizuoka.ac.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Mar2014, Vol. 42 Issue 2, p183-205. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+interests+of+students%22">Reading interests of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Intertextual+analysis%22">Intertextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Truthfulness+%26+falsehood%22">Truthfulness & falsehood</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated students' spontaneous use of source information for the resolution of conflicts between texts. One-hundred fifty-four undergraduate students read two conflicting explanations concerning the relationship between blood type and personality under two conditions: either one explanation with a higher credibility source and the opposite explanation with a lower credibility source or the same two explanations but with the sources interchanged. Afterwards, students wrote their opinions about the controversial issue. In their opinion essays, students were more likely to resolve the conflicts between the two explanations by affirming the one from the higher credible source and/or negating the opposite one from the lower credible source, though source manipulation had a small and partial effect on intertextual conflict resolution compared with the perceived quality of each explanation and prior attitudes. However, students' attention to source information during reading and their use of the information for justifying their intertextual conflict resolution were limited. These results suggest that undergraduate students are capable of, but not good at, using source information for intertextual conflict resolution. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=94397743 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-013-9276-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 183 Subjects: – SubjectFull: Reading interests of students Type: general – SubjectFull: Conflict management Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Intertextual analysis Type: general – SubjectFull: Truthfulness & falsehood Type: general Titles: – TitleFull: Students' consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kobayashi, Keiichi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 42 – Type: issue Value: 2 Titles: – TitleFull: Instructional Science Type: main |
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