The influence of thinking dispositions on integration and recall of multiple texts

We investigated the association between thinking dispositions and two outcomes of multiple‐texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for c...

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Bibliographic Details
Published in:British journal of educational psychology 2021-12, Vol.91 (4), p.1498-1516
Main Authors: Tarchi, Christian, Villalón, Ruth
Format: Article
Language:English
Subjects:
argumentation
Cognition
Cognitive Processes
College Students
Comprehension
Educational psychology
Essays
Individual Differences
Inferences
integration
multiple‐texts comprehension
Original
Path analysis
Personality
Persuasive Discourse
Prior knowledge
Prior Learning
Reading Comprehension
Recall
Recall (Psychology)
thinking dispositions
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Summary:We investigated the association between thinking dispositions and two outcomes of multiple‐texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open‐minded thinking (AOT), as relevant individual differences in the processes involved in multiple‐texts comprehension. NFC is the tendency to engage in and enjoy cognitively demanding activities, whereas AOT is the tendency to rationally evaluate arguments and supporting evidence, without being influenced by biases from one's own prior beliefs and prior knowledge. 73 university students completed perceived topic knowledge, perceived exposure to argumentative writing, and perceived competence in argumentative writing, NFC and AOT questionnaires, read two contradictory texts, wrote an argumentative essay, and recalled the information read 1 month later. Argumentative essays were assessed by length and level of integration of conflicting perspective. Text recalls were assessed by number of valid inferences included. Research questions were investigated through a path analysis model. The path analysis model had a good fit. NFC was indirectly associated with argumentation quality of the essay via the essay length. AOT was directly associated with the inferences included in the recall task. The present study contributes to the literature on multiple‐texts comprehension by emphasizing the role of thinking dispositions.
ISSN:0007-0998
2044-8279
DOI:10.1111/bjep.12432