Investigating the Roles of Document Presentation and Reading Interactions on Different Aspects of Multiple Document Comprehension

Abstract

The present study examined reading interactions and multiple document comprehension of 108 university students who read five partly conflicting documents on a health-related issue. Documents were presented on a large touch interface that either enabled a simultaneous or imposed a sequential presentation of the documents. None of the three multiple document comprehension measures (number of intertextual connections in essays, score in source-content mapping task, and number of source names recalled) was affected by document presentation. However, in the sequential condition, the number of revisits to documents was positively related to memory for source names and source-content integration, but not to intertextual integration. Conversely, in the simultaneous condition, participants who grouped documents during reading showed greater intertextual and source-content integration, but no greater memory for source names than those who had not grouped documents. To conclude, reading interactions played a more important role in readers’ multiple document comprehension than document presentation.