Reading comprehension and the representation of multiple information sources in college students: The influence of text discrepancies on a title production task and a "who says what" recognition task

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We conducted an experiment to examine the assumption that discrepant text assertions influence the encoding and later recognition of the information sources supporting those assertions, as compared to consistent assertions. Forty-two undergraduates (Age M = 20, SD = 1.55) read 24 fictional stories t...

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Autores principales: Saux, Gaston, Londra, Franco, Natalia, Irrazabal, Burin, Debora L., Britt, M. Anne, Rouet, Jean-François
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba 2018
Materias:
comprensión lectora
fuentes
memoria
discrepancia
reading comprehension
sources
discrepancy
undergraduate students
Acceso en línea:https://revistas.unc.edu.ar/index.php/racc/article/view/18514
Aporte de:
Revista Argentina de Ciencias del Comportamiento de Universidad Nacional de Córdoba

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