Kobayashi Keiichi
Shinrigaku Kenkyu. 2014 Jun;85(2):203-9. doi: 10.4992/jjpsy.85.13309.
This study examined the effect of reading tasks on the integration of content and source information from multiple texts. Undergraduate students (N = 102) read five newspaper articles about a fictitious incident in either a summarization task condition or an evaluation task condition. Then, they performed an integration test and a source choice test, which assessed their understanding of a situation described in the texts and memory for the sources of text information. The results indicated that the summarization and evaluation task groups were not significantly different in situational understanding. However, the summarization task group significantly surpassed the evaluation task group for source memory. No significant correlation between the situational understanding and the source memory was found for the summarization group, whereas a significant positive correlation was found for the evaluation group. The results are discussed in terms of the documents model framework.
本研究考察了阅读任务对整合来自多篇文本的内容和来源信息的影响。本科生（N = 102）在摘要任务条件或评价任务条件下阅读了五篇关于虚构事件的报纸文章。然后，他们进行了一项整合测试和一项来源选择测试，这两项测试评估了他们对文本中描述的情况的理解以及对文本信息来源的记忆。结果表明，摘要任务组和评价任务组在情境理解方面没有显著差异。然而，摘要任务组在来源记忆方面显著超过了评价任务组。摘要组的情境理解和来源记忆之间未发现显著相关性，而评价组则发现了显著的正相关。研究结果依据文献模型框架进行了讨论。
