A natural inquiry into the national enquirer

Self‐induced versus task‐induced reading comprehension∗

Dados Bibliográficos

ID11273099
AutoresArthur C Graesser (0000-0003-0345-6866, California State University, Fullerton, autor correspondente), Michael W Higginbotham (California State University, Fullerton), Scott P Robertson (0009-0000-4478-1265, California State University, Fullerton), William R Smith (0000-0002-1982-2050)
Ano1978
Volume1
Fascículo4
Páginas355-372
Data de publicação1978-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoDiscourse Processes (JOURNAL)
Identificadores do periódicoISSN: 0163-853X • E-ISSN: 1532-6950
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01638537809544445
OpenAlexW2072757045
IdiomaEN
Citações recebidas6
Referências citadas12

This study explores what information is selected and acquired when readers genuinely want to read textual material. College students read sheets from the National Enquirer news magazine in both Self‐induced and Task‐induced reading conditions. In Self‐induced conditions they read the new sheets voluntarily and did not expect to be tested on the contents. In Task‐induced conditions the students knew they were in an experiment that would assess memory for the material they read. In the Self‐induced reading condition the subjects tended to select articles on familiar topics and they extracted more active, narrative code than static descriptions. In contrast, article selection was not guided by familiarity and there was no “narrative bias” in Task‐induced reading conditions. The differences in information extraction between Self‐induced and Task‐induced reading conditions suggest that it is important to examine knowledge acquisition and text comprehension in ecologically valid reading conditions

Code (set theory · Cognitive psychology · Comprehension · Contrast (vision · Linguistics · Narrative · Natural (archaeology · Reading (process · Reading comprehension · Task (project management · Computer Science · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence