在阅读可靠和不可靠的文本时调整策略

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-08-28 DOI:10.1016/j.learninstruc.2025.102218

Christian Tarchi , Lidia Casado-Ledesma , Elisa Guidi , Øistein Anmarkrud

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引用次数: 0

摘要

有效的多文本理解任务要求读者整合来自不同来源的信息，这些信息往往存在矛盾和不同程度的可靠性。了解源可靠性如何影响互文集成策略的使用对于理解冲突信息至关重要。目的本研究旨在探讨来源的可靠性如何影响互文整合策略的应用-特别是反驳，权衡和综合-在冲突信息处理过程中。这项研究涉及130名大学生。方法让参与者处理多个文本，同时分析他们的回答以使用互文整合策略。本研究对信息源的可靠性进行了操纵，以观察其对被试整合策略的影响。结果调查结果显示，学生很少使用加权和反驳策略，这阻碍了基于信度的综合评估他们调整这些策略的能力。然而，源可靠性的操纵显著影响了综合策略的有效利用。先验信念似乎影响综合作为跨文本的互文整合策略的使用，具有不同的可靠性水平。此外，被试对互文整合策略的认知可以预测其整合能力，而不受信度操纵的影响。结论虽然学生在整合策略上存在一定的困难，但提高互文整合意识可以提高他们协调冲突信息的能力。未来的研究应进一步探索支持基于信度的策略调整的教学方法。

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Adjusting strategies when reading reliable and unreliable texts

Background

Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.

Aims

This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.

Sample

The study involved 130 university students.

Methods

Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.

Results

The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.

Conclusions

The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.