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SummaryReaders' memory for belief‐consistent texts is often stronger than for belief‐inconsistent texts (text‐belief consistency effect). However, presenting belief‐consistent and belief‐inconsistent texts alternatingly reduces the discrepancy between the memory strengths of belief‐consistent and belief‐inconsistent texts. The present study used eye tracking to examine the cognitive processes underlying the text‐belief consistency effect and how it is moderated by the mode of presentation. At 2 points of measurement, 41 university students read 2 belief‐consistent and 2 belief‐inconsistent texts on 2 scientific issues blocked or alternatingly. Comprehension outcomes were assessed with an essay task. First‐pass rereading times were longer for belief‐inconsistent information for participants with strong beliefs. A blocked presentation increased this effect and yielded longer first‐pass rereading times for belief‐inconsistent claims and a text‐belief consistency effect in the essay task. An alternating presentation increased immediate and delayed processing of belief‐inconsistent information and reduced the text‐belief consistency effect, especially in readers making more lookbacks.

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