ABSTRACT

Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college students’ evaluation and recognition of two embedded sources as a function of the consistency of their statements (Experiments 1 and 2) and the demands of the reading task (Experiment 2). Sources were introduced either with a knowledge feature (e.g., how the source knew what they knew) or a control feature. Readers were more likely to select the knowledgeable source as more competent and to justify their selection by referring to the knowledge feature (Experiment 1). Experiment 2 found that readers’ preference for knowledgeable sources was stronger when the content statements were discrepant. Preference for knowledgeable sources was also stronger when the task focused on source knowledge, as compared to a control evaluation task or a baseline reading task. The source knowledge evaluation task distinctively enhanced participants’ integration of the source designations with their respective statements, as compared to the control and baseline conditions. Results are discussed in light of current theories of single and multiple document comprehension.

摘要

文本理解能力包括理解文本与文本描述的情况以及彼此之间的关系（即文档模型）的能力。对文档模型的研究强调了信息源在构建读者的情境心理模型中的作用。本文回顾了有关源理解的研究，并研究了有关文本理解过程中有关源编码的新假设。两项实验根据其陈述的一致性（实验1和2）和阅读任务的要求（实验2），检查了大学生对两个嵌入式源的评估和认可。引入具有知识特征（例如，信息源如何知道自己知道的知识）或控制特征的资源。读者更有可能选择知识渊博的资料，因为他们更有能力，并通过参考知识特征来证明自己的选择是正确的（实验1）。实验2发现，当内容陈述不一致时，读者对知识渊博的来源的偏爱会更强。与对照评估任务或基准阅读任务相比，当任务集中于源知识时，对知识渊博的源的偏好也更强。与对照和基准条件相比，源知识评估任务显着增强了参与者对源名称与其各自陈述的整合。根据当前的单文档和多文档理解理论讨论了结果。实验2发现，当内容陈述不一致时，读者对知识渊博的来源的偏爱会更强。与对照评估任务或基准阅读任务相比，当任务集中于源知识时，对知识渊博的源的偏好也更强。与对照和基准条件相比，源知识评估任务显着增强了参与者对源名称与其各自陈述的整合。根据当前的单文档和多文档理解理论讨论了结果。实验2发现，当内容陈述不一致时，读者对知识渊博的来源的偏爱会更强。与对照评估任务或基准阅读任务相比，当任务集中于源知识时，对知识渊博的源的偏好也更强。与对照和基准条件相比，源知识评估任务显着增强了参与者对源名称与其各自陈述的整合。根据当前的单文档和多文档理解理论讨论了结果。与对照和基准条件相比，源知识评估任务显着增强了参与者对源名称与其各自陈述的整合。根据当前的单文档和多文档理解理论讨论了结果。与对照和基准条件相比，源知识评估任务显着增强了参与者对源名称与其各自陈述的整合。根据当前的单文档和多文档理解理论讨论了结果。