Building mental models from multiple texts : how readers construct coherence from inconsistent sources

• Autores: Saux, Gastón; Britt, Anne M.; Vibert, Nicolás; Rouet, Jean-François
• Año de publicación: 2021
• Idioma: español castellano
• Tipo de recurso: artículo
• Fuente: Language and Linguistics Compass. 2021, 15(3)
• Materia: COMPRENSION LECTORA; COMPRENSION DE TEXTOS; LECTORES; MODELOS MENTALES; COHERENCIA TEXTUAL; FUENTES DE INFORMACION
• Institución: Pontificia Universidad Católica Argentina

Fil: Saux, Gastón. Pontificia Universidad Católica Argentina. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Britt, Anne M. Northern Illinois University; Estados Unidos
Fil: Vibert, Nicolás. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Vibert, Nicolás. Centre national de la recherche scientifique; Francia
Fil: Vibert, Nicolás. Université de Poitiers; Francia
Fil: Vibert, Nicolás. Université de Tours; Francia
Fil: Rouet, Jean-François. Centre national de la recherche scientifique; Francia
Fil: Rouet, Jean-François. Université de Poitiers; Francia
Fil: Rouet, Jean-François. Université de Tours; Francia
Fil: Rouet, Jean-François. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Abstract: Text comprehension theories propose that readers try to achieve a coherent representation of the situation depicted in a text. When reading multiple texts on the same topic, however, achieving a coherent representation of a situation poses additional challenges. Different sources may offer inconsistent descriptions or interpretations of the situation, or even contradict one another. Thus, additional assumptions are needed to explain how readers build a coherent representation of a situation when reading multiple individual texts on the same subject. This paper reviews research contributions from the psychology of text comprehension on how readers integrate inconsistent information from multiple sources. We concentrate on two key processes: The construction of an interconnected representation of sources and text contents, and the evaluation of the acquired information. We begin by briefly discussing the standard approach of single-text comprehension theories to representational coherence. Then, we examine the Documents Model Framework and other, associated proposals that claim that readers can achieve coherence of divergent text contents by constructing a representation of the texts which integrates information about the sources of the contents. We also consider the role of source evaluation as a reader strategy for constructing a single, coherent solution. Finally, we discuss theoretical and practical implications and we make suggestions for further readings.