Dealing with conflicting information from multiple nonlinear texts: Effects of prior attitudes

Strien, Johan L.H. van; Brand‐Gruwel, Saskia; Boshuizen, Henny P. A.

doi:10.1016/j.chb.2013.11.021

Cited by 48 publications

(31 citation statements)

References 45 publications

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“…Text-belief consistency effects occurred in research regardless of whether prior beliefs were assessed only with one item (Kardash & Howell, 2000;Kardash & Scholes, 1996;Mason & Boscolo, 2004;McCrudden & Barnes, 2016;McCrudden & Sparks, 2014;Wiley, 2005) or with multiple items representing the two divergent argumentative stances on the controversy (Kobayashi, 2010(Kobayashi, , 2014Maier & Richter, 2013, 2014, 2016avan Strien et al, 2014;van Strien et al, 2016). Moreover, text-belief consistency effects also occurred even when they were not directly the focus of the research (Anmarkrud et al, 2014), and they were even stronger than the effects of the interventions (Kobayashi, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…In a study by van Strien, Brand-Gruwel, and Boshuizen (2014), 11th graders read 13 documents (one neutral, six pro, and six con) on the link between violent video games and aggression. In a hypertext environment, participants could choose the texts they wished to read and were given 35 min for reading and for writing an essay on the issue.…”

Section: Text-belief Consistency Effects On Comprehension Outcomesmentioning

confidence: 99%

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Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Richter

Maier

2017

Educational Psychologist

144

132

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Section: Resultsmentioning

confidence: 99%

Section: Text-belief Consistency Effects On Comprehension Outcomesmentioning

confidence: 99%

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Richter

Maier

2017

Educational Psychologist

144

132

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“…Rouet (2009) summarizes additional factors in a conceptual framework comprising three dimensions: individual variables, information resources, and problem context. Instructional designers should be aware that personal factors, such as an individual's domain-specific knowledge (Bråten, Strømsø, & Salmerón, 2011), attitudes and biases (Ford, Miller, & Moss, 2005;Van Strien, Brand-Gruwel, & Boshuizen, 2014), epistemic beliefs (Kammerer, Bråten, Gerjets, & Strømsø, 2012), and reading skills (Rouet, Ros, Goumi, Macedo-Rouet, & Dinet, 2011) can affect the learning processes and outcomes. Similarly, source factors (DeStefano & LeFevre, 2007) and task type (Wirth, Sommer, von Pape, & Karnowski, 2015) may influence variables in the learning process.…”

Section: 2instructional Principles Of Ips Trainingmentioning

confidence: 99%

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Frèrejean

Strien

Kirschner

et al. 2016

Computers in Human Behavior

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While most students seem to solve information problems effortlessly, research shows that the cognitive skills for effective information problem solving are often underdeveloped. Students manage to find information and formulate solutions, but the quality of their process and product is questionable. It is therefore important to develop instruction for fostering these skills. In this research, a 2-hour online intervention was presented to first-year university students with the goal to improve their information problem solving skills while investigating effects of different types of built-in task support. A training design containing completion tasks was compared to a design using emphasis manipulation. A third variant of the training combined both approaches. In two experiments, these conditions were compared to a control condition receiving conventional tasks without built-in task support. Results of both experiments show that students' information problem solving skills are underdeveloped, which underlines the necessity for formal training. While the intervention improved students' skills, no differences were found between the conditions. The authors hypothesize that the effective presentation of supportive information in the form of a modeling example at the start of the training caused a strong learning effect, which masked effects of task support.Limitations and directions for future research are presented.

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“…Although we did not look into this, one might argue that already existing beliefs had an effect. As other research has shown, prior attitudes affect the information problem-solving process in several ways (e.g., Brannon, Tagler, & Eagly, 2007;Fischer & Greitemeyer, 2010;Van Strien, Brand-Gruwel, & Boshuizen, 2014;White, 2014). Of importance to this study is the effect on keyword choice and search result selection.…”

Section: Discussionmentioning

confidence: 94%

“…People tend to search for information that is consistent with their prior beliefs (Fischer & Greitemeyer, 2010), and hence formulate search queries that are strongly biased to finding supporting information (White, 2014). Furthermore, people with strong beliefs are more likely to choose information that is in line with their beliefs (Brannon, Tagler, & Eagly, 2007;Van Strien, Brand-Gruwel, & Boshuizen, 2014). Such prior beliefs could have prevented participants from searching critically and only looking for sources that justified their beliefs.…”

Section: Discussionmentioning

confidence: 99%

Effects of task complexity on online search behavior of adolescents

Walhout

Oomen

Jarodzka

et al. 2017

Asso for Info Science & Tech

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Evaluation of information during information problem solving processes already starts when trying to select the appropriate search result on a search engine results page (SERP). Up to now, research has mainly focused on the evaluation of webpages while the evaluation of SERPs received less attention. Furthermore, task complexity is often not taken into account. A within subjects design was used to study the influence of task complexity on search query formulation, evaluation of search results and task performance. Three search tasks were used: a fact-finding, cause-effect, and a controversial topic task. To measure perceptual search processes, we used a combination of log files, eye-tracking data, answer forms and think aloud protocols. Results reveal that an increase in task complexity results in more search queries and used keywords, more time to formulate search queries and more considered search results on the SERPs. Furthermore, higher ranked search results were considered more often than lower ranked results. However, not all the results for the most complex task were in line with the expectations. These conflicting results can be explained by a lack of prior knowledge and the possible interference of prior attitudes.Keywords: web search, eye tracking, logging, verbal data, task complexity Cite as: Walhout, J.,Oomen, P., Jarodzka, H., & Brand-Gruwel, S. (2017). Effects of task complexity on online search behavior of adolescents.

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Dealing with conflicting information from multiple nonlinear texts: Effects of prior attitudes

Cited by 48 publications

References 45 publications

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Effects of task complexity on online search behavior of adolescents

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