In the present set of experiments, we systematically examined the processes that occur while reading texts designed to refute and explain commonsense beliefs that reside in readers' long-term memory. In Experiment 1 (n = 36), providing readers with a refutation-plus-explanation of a commonsense belief was sufficient to significantly reduce disruption during reading caused by the commonsense belief. In Experiment 2 (n = 36), the refutation alone reduced but did not eliminate the disruption during reading caused by the commonsense belief. However, in Experiment 3 (n = 36), the explanation alone was as effective as the refutation-plus-explanation in reducing disruption during reading. Finally, in Experiment 4 (n = 73), the refutation-plus-explanation manipulation not only reduced disruption during reading caused by the commonsense belief, it also produced long-term learning outcomes. Findings are discussed in the context of the Knowledge Revision Components framework. © 2014 © Taylor & Francis Group, LLC.
CITATION STYLE
Kendeou, P., Walsh, E. K., Smith, E. R., & O’Brien, E. J. (2014). Knowledge Revision Processes in Refutation Texts. Discourse Processes, 51(5–6), 374–397. https://doi.org/10.1080/0163853X.2014.913961
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