Diakidoy Irene-Anna N, Christodoulou Stelios A, Floros Georgios, Iordanou Kalypso, Kargopoulos Philip V
Department of Psychology, University of Cyprus, Nicosia, Cyprus.
Department of English Studies, University of Cyprus, Nicosia, Cyprus.
Br J Educ Psychol. 2015 Sep;85(3):300-15. doi: 10.1111/bjep.12074. Epub 2015 Mar 30.
Research has shown substantial belief change as a result of reading text and the pervasive influence of prior belief in the evaluation of short arguments. Both outcomes have been attributed to the depth to which the text or the argument has been processed. This study brings together critical thinking and text comprehension research by employing an extended argumentative text and varying the quality of its arguments.
The study examines the contribution of comprehension outcomes to the critical evaluation and persuasive impact of argumentative text.
One hundred and sixteen first-year graduate and third- and fourth-year undergraduate university students.
Measures of initial topic-related beliefs, perceived topic knowledge, and need for cognition were obtained. Students read one of two versions of a two-sided, implicitly persuasive argumentative text (677 words) varying in argument quality. Post-reading tasks included main claim recall, overall recall, inference generation, claim agreement, and text evaluation.
The text was positively evaluated and highly persuasive regardless of argument quality, but half of the students either failed to identify the main claim promoted or confused it with individual arguments. Despite a modest but positive association between inference generation and text evaluation, no comprehension measure had a significant main or interactive effect. Need for cognition contributed to positive evaluations in the absence of prior topic knowledge regardless of argument quality.
The findings suggest a dissociation between the elaboration associated with deep comprehension and the elaboration associated with critical evaluation with implications for belief formation and the teaching of thinking.
研究表明，阅读文本会导致信念发生重大改变，并且在对简短论证进行评估时，先前信念具有普遍影响。这两种结果都归因于对文本或论证的处理深度。本研究通过使用扩展的论证性文本并改变其论证质量，将批判性思维和文本理解研究结合起来。
本研究考察理解结果对论证性文本的批判性评估和说服效果的贡献。
116名大学一年级研究生以及三、四年级本科生。
获取关于初始主题相关信念、感知到的主题知识和认知需求的测量数据。学生阅读一篇677字的双面隐含说服性论证文本的两个版本之一，两个版本的论证质量不同。阅读后的任务包括主要主张回忆、整体回忆、推理生成、主张认同和文本评估。
无论论证质量如何，该文本都得到了积极评价且具有高度说服力，但一半的学生要么未能识别出所倡导的主要主张，要么将其与个别论证混淆。尽管推理生成与文本评估之间存在适度但积极的关联，但没有一项理解测量有显著的主效应或交互效应。在缺乏先前主题知识的情况下，无论论证质量如何，认知需求都有助于做出积极评价。
研究结果表明，与深度理解相关的阐述和与批判性评估相关的阐述之间存在分离，这对信念形成和思维教学具有启示意义。
