Conflicting but close: Readers' integration of information sources as a function of their disagreement

• Autores: Saux, Gastón; Britt, Anne M.; Le Bigot, Ludovic; Vibert, Nicolás; Burin, Débora; Rouet, Jean-François
• Año de publicación: 2017
• Idioma: inglés
• Tipo de recurso: artículo
• Fuente: Memory & Cognition. 2017, 45
• Materia: LECTURA; TEXTOS; FUENTES DE INFORMACION; COMPRENSION LECTORA
• Institución: Pontificia Universidad Católica Argentina

Fil: Saux, Gastón. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Saux, Gastón. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía; Argentina
Fil: Britt, Anne M. Northern Illinois University; Estados Unidos
Fil: Le Bigot, Ludovic. Universite de Poitiers; Francia
Fil: Vibert, Nicolás. Université de Poitiers; Francia
Fil: Vibert, Nicolás. Centre National de la Recherche Scientifique. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Burin, Debora. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Burin, Debora. Universidad de Buenos Aires; Argentina
Fil: Rouet, Jean-François. Centre National de la Recherche Scientifique. Centre de Recherches sur la Cognition et l’Apprentissage; Francia
Fil: Rouet, Jean-François. Université de Poitiers; Francia
Abstract: According to the documents model framework (Britt, Perfetti, Sandak, & Rouet, 1999), readers' detection of contradictions within texts increases their integration of source-content links (i.e., who says what). This study examines whether conflict may also strengthen the relationship between the respective sources. In two experiments, participants read brief news reports containing two critical statements attributed to different sources. In half of the reports, the statements were consistent with each other, whereas in the other half they were discrepant. Participants were tested for source memory and source integration in an immediate item-recognition task (Experiment 1) and a cued recall task (Experiments 1 and 2). In both experiments, discrepancies increased readers' memory for sources. We found that discrepant sources enhanced retrieval of the other source compared to consistent sources (using a delayed recall measure; Experiments 1 and 2). However, discrepant sources failed to prime the other source as evidenced in an online recognition measure (Experiment 1). We argue that discrepancies promoted the construction of links between sources, but that integration did not take place during reading.