Comprensión lectora y representación de múltiples fuentes de información en estudiantes universitarios: influencia de las discrepancias textuales sobre una tarea de producción de títulos y una tarea de reconocimiento de "quién dice qué"

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We conducted an experiment to examine the assumption that discrepant text assertions influence the encoding and later recognition of the information sources supporting those assertions, as compared to consistent assertions. Forty-two undergraduates (Age M = 20, SD = 1.55) read 24 fictional stories that presented two assertions produced by two different sources (i.e., two characters in the story). Assertion discrepancy was manipulated so that each statement was consistent or discrepant with the other statement. A title production task (during reading) and a source recognition task (after reading) were used as dependent measures. Discrepant assertions promoted both the production of titles focused on the discrepancy and correct source recognition. These results suggest that discrepancies are one relevant factor to promote critical reading of multiple viewpoints in a text.