The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison

von der Muehlen S, Richter T, Schmid S, Schmidt EM, Berthold K (2016)
Reading and Writing 29(8): 1677-1698.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
von der Muehlen, Sarah; Richter, Tobias; Schmid, Sebastian; Schmidt, Elisabeth MarieUniBi; Berthold, KirstenUniBi
Abstract / Bemerkung
Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.
Stichworte
Sourcing; Heuristic document evaluation; Epistemic strategies; Multiple; document evaluation; Adult reading
Erscheinungsjahr
2016
Zeitschriftentitel
Reading and Writing
Band
29
Ausgabe
8
Seite(n)
1677-1698
ISSN
0922-4777
eISSN
1573-0905
Page URI
https://pub.uni-bielefeld.de/record/2906178

Zitieren

von der Muehlen S, Richter T, Schmid S, Schmidt EM, Berthold K. The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing. 2016;29(8):1677-1698.
von der Muehlen, S., Richter, T., Schmid, S., Schmidt, E. M., & Berthold, K. (2016). The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing, 29(8), 1677-1698. doi:10.1007/s11145-015-9601-0
von der Muehlen, S., Richter, T., Schmid, S., Schmidt, E. M., and Berthold, K. (2016). The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing 29, 1677-1698.
von der Muehlen, S., et al., 2016. The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing, 29(8), p 1677-1698.
S. von der Muehlen, et al., “The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison”, Reading and Writing, vol. 29, 2016, pp. 1677-1698.
von der Muehlen, S., Richter, T., Schmid, S., Schmidt, E.M., Berthold, K.: The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing. 29, 1677-1698 (2016).
von der Muehlen, Sarah, Richter, Tobias, Schmid, Sebastian, Schmidt, Elisabeth Marie, and Berthold, Kirsten. “The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison”. Reading and Writing 29.8 (2016): 1677-1698.

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®

Suchen in

Google Scholar