Materials for "Contextual factors that affect adolescents’ detection of and memory for conflicts across multiple texts"

Background: School-aged children are increasingly engaging with multiple conflicting texts to understand complex societal issues, however empirical research has not yet examined in what ways contextual factors affect detection of and memory for conflicts. Methods: The current experiment manipulated contextual factors that included the vocabulary terms that authors of different texts used when describing the same concepts, and the order with which students accessed contradictory information. Results: After controlling for general science knowledge, adolescent students displayed longer reading times when contradictory stances were presented in an alternating fashion than they did when texts were blocked by stance. When text presentation was alternating, students also remembered more conflicts when the texts used the same vocabulary terms than they did when the texts used different vocabulary terms (non-obvious synonyms). However, when adolescents read texts blocked by stance, they remembered a similar number of intertextual conflicts regardless of whether texts used the same or different vocabulary. Conclusions: The findings suggest that different contextual factors can facilitate (but also undermine) propensities to notice and remember conflicts across texts. As such, the findings have important implications for theories of text comprehension and applications for adolescents’ everyday reading experiences. Disclaimer: These materials are not to be redistributed or repurposed without permission from the corresponding author.

研究背景：学龄儿童为理解复杂社会议题，正愈发频繁地接触多份存在观点冲突的文本，但目前尚无实证研究探讨语境因素会以何种方式影响个体对文本冲突的识别与记忆。

研究方法：本实验对两类语境因素进行操控：一是不同文本作者在描述同一概念时所用的词汇术语，二是学生获取矛盾信息的顺序。

研究结果：在控制通用科学知识水平后，青少年学生在以交替方式呈现对立观点时的阅读时长，显著长于按立场分块呈现文本时的阅读时长。当文本以交替方式呈现时，若不同文本使用相同词汇术语描述概念，学生记忆到的跨文本冲突 (intertextual conflicts) 数量，显著多于使用不同词汇术语（非显性同义词）时的情况。但当青少年阅读按立场分块呈现的文本时，无论文本使用相同还是不同词汇，其记忆到的跨文本冲突数量均无显著差异。

研究结论：本研究结果表明，不同语境因素既可以提升也会削弱个体识别并记忆跨文本冲突的倾向。据此，本研究结果对文本理解理论以及青少年日常阅读实践的应用均具有重要启示意义。

免责声明：未经通讯作者许可，不得对本材料进行再分发或再使用。