We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMFs, or both. After studying, students reading about advantages of GMFs had significantly more positive attitudes than students who read about disadvantages. There was also a significant reduction in misconceptions; participants in the positive-oriented text condition showed the largest learning gains, particularly those who held more positive initial attitudes. Epistemic emotions of curiosity, frustration, hope, and enjoyment mediated attitude change while confusion mediated relations between prereading attitudes and postreading knowledge. In addition, the direct relationship between prior attitudes and surprise was moderated by type of text. When reading about both advantages and disadvantages of GMFs, participants reported significantly less surprise when compared with those who read about either advantages or disadvantages of GMFs. To foster conceptual change when learning about complex topics, refutation texts may be paired with persuasive information that is aligned with accurate conceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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使用有说服力的反驳文本来促使态度和概念的改变。

我们调查了阅读由不同类型的说服性信息增强的反驳文本之前和之后的知识和态度，以及情绪如何调节知识和态度变化的过程。来自 3 个国家/地区的 4 所大学的本科生 (N = 424) 阅读了一篇关于转基因食品 (GMF) 的反驳文本，然后被随机分配接收有关 GMF 优点、GMF 缺点或两者兼而有之的更多信息。学习后，阅读转基因食品优势的学生比阅读劣势的学生有明显更多的积极态度。误解也显着减少；积极导向文本条件下的参与者表现出最大的学习收益，尤其是那些最初持有更积极态度的人。好奇心、挫败感等认知情绪，希望和享受介导了态度改变，而困惑介导了读前态度和读后知识之间的关系。此外，先前态度和惊讶之间的直接关系受文本类型的调节。在阅读转基因食品的优点和缺点时，与阅读转基因食品的优点或缺点的人相比，参与者报告的惊喜要少得多。为了在学习复杂主题时促进概念变化，可以将反驳文本与与准确概念一致的有说服力的信息配对。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）先前态度和惊讶之间的直接关系受文本类型的影响。在阅读转基因食品的优点和缺点时，与阅读转基因食品的优点或缺点的人相比，参与者报告的惊喜要少得多。为了在学习复杂主题时促进概念变化，可以将反驳文本与与准确概念一致的有说服力的信息配对。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）先前态度和惊讶之间的直接关系受文本类型的影响。在阅读转基因食品的优点和缺点时，与阅读转基因食品的优点或缺点的人相比，参与者报告的惊喜要少得多。为了在学习复杂主题时促进概念变化，可以将反驳文本与与准确概念一致的有说服力的信息配对。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）反驳文本可以与与准确概念一致的有说服力的信息配对。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）反驳文本可以与与准确概念一致的有说服力的信息配对。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）