Readers' Reliance on Source Credibility in the Service of Comprehension

Autor/inn/en	Sparks, Jesse R.; Rapp, David N.
Titel	Readers' Reliance on Source Credibility in the Service of Comprehension
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (2011) 1, S.230-247 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0021331
Schlagwörter	Reading Comprehension; Information Sources; Credibility; College Students; Trust (Psychology); Reading Rate; Time; Reader Response; Expectation + Suchen Sie Ihr Suchwort? Leseverstehen; Information source; Informationsquelle; Glaubwürdigkeit; Collegestudent; Reading readiness; Reading speed; Lesegeschwindigkeit; Zeit; Leserbrief; Expectancy; Erwartung
Abstract	The current project examined the impact of knowledge about the credibility of sources on readers' processing of texts. Participants read texts in which information about characters was provided by either a credible or a noncredible source; this information suggested that the character potentially possessed a particular trait. A subsequent text episode offered the opportunity for participants to apply any inferred trait to their understanding of unfolding story events. In Experiment 1, participants' moment-by-moment reading times indicated strong expectations for characters to behave in trait-consistent ways, with little effect of credibility on those expectations. Experiments 2 and 3 provided participants with additional encouragement to attend to credibility during reading, but these experiments also revealed little influence of credibility. In Experiment 4, in addition to being given added encouragement, participants were explicitly asked to evaluate the likelihood of future text events; under these conditions, expectations for story outcomes were influenced by the credibility of information sources. This influence was mediated by the degree to which participants self-reported relying on credibility during the task. These findings have implications for contemporary accounts of text comprehension, persuasion, and individual differences in credibility assessment. (Contains 7 tables and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10