Readers' Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands
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| Title: | Readers' Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands |
|---|---|
| Language: | English |
| Authors: | Saux, Gaston (ORCID |
| Source: | Discourse Processes: A Multidisciplinary Journal. 2018 55(5-6):525-544. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Recall (Psychology), Reading, Undergraduate Students, Information Sources, Reliability, Foreign Countries, Statistical Analysis |
| Geographic Terms: | France |
| DOI: | 10.1080/0163853X.2018.1463722 |
| ISSN: | 0163-853X |
| Abstract: | In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants' memory for the sources' identity (i.e., occupation) and features (i.e., the source's access to knowledge and the source's physical appearance) was examined as a function of the consistency of their assertions. In Experiment 1 (n = 64), sources were described with only one feature (knowledge or appearance), whereas in Experiment 2 (n = 62), each source was described with both features. Experiment 1 additionally tested the influence of two different tasks during reading (an evaluation of sources' knowledgeability vs. an evaluation of sources' age). Consistent with our predictions, knowledge evaluations (Experiment 1) and discrepant claims (Experiments 1 and 2) enhanced memory for sources and their features. Experiment 2 also showed that when both types of features were available, discrepant claims selectively benefited memory for a source's knowledgeability over appearance. |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2018 |
| Accession Number: | EJ1184443 |
| Database: | ERIC |
| Abstract: | In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants' memory for the sources' identity (i.e., occupation) and features (i.e., the source's access to knowledge and the source's physical appearance) was examined as a function of the consistency of their assertions. In Experiment 1 (n = 64), sources were described with only one feature (knowledge or appearance), whereas in Experiment 2 (n = 62), each source was described with both features. Experiment 1 additionally tested the influence of two different tasks during reading (an evaluation of sources' knowledgeability vs. an evaluation of sources' age). Consistent with our predictions, knowledge evaluations (Experiment 1) and discrepant claims (Experiments 1 and 2) enhanced memory for sources and their features. Experiment 2 also showed that when both types of features were available, discrepant claims selectively benefited memory for a source's knowledgeability over appearance. |
|---|---|
| ISSN: | 0163-853X |
| DOI: | 10.1080/0163853X.2018.1463722 |
