Cerdán Raquel, Marín Maria Del Carmen
Research Unit on Reading, ERI Lectura, University of Valencia, Valencia, Spain.
Pureza de María-Grao School, Valencia, Spain.
Front Psychol. 2019 Sep 3;10:1958. doi: 10.3389/fpsyg.2019.01958. eCollection 2019.
This study was designed to test the role of general and selective task instructions when processing documents, which vary as regards trustworthiness and position toward a conflicting topic. With selective task instructions, we refer to concrete guidelines as how to read the texts and how to select appropriate documents and contents, in contrast to general task instructions. Sixty-one secondary school students were presented with four different conflicting documents in an electronic learning environment and were told to write an essay based on the information from the texts. Only half of the students were told to only use information from two out of the four texts to write their essay (i.e., selective condition). As predicted, students told to focus on specific documents and not use all of them for the assigned task (i.e., selective condition) better discriminated the quality of documents and type of information for the task.
本研究旨在测试在处理文件时通用任务指令和选择性任务指令所起的作用，这些文件在可信度以及对冲突主题的立场方面存在差异。与通用任务指令不同，选择性任务指令是指关于如何阅读文本以及如何选择合适文件和内容的具体指导方针。61名中学生在电子学习环境中收到了四份不同的冲突文件，并被告知根据文本中的信息写一篇文章。只有一半的学生被告知仅使用四份文本中的两份信息来写文章（即选择性条件）。正如预测的那样，被告知专注于特定文件且不为指定任务使用所有文件的学生（即选择性条件），能更好地辨别文件质量和任务所需信息类型。
