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-explanatin in reducing disruptin 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 longt-term learning outcomes. Findings are discussed in the context of the Knowledge Revision Components framework.
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