He did not say that: Students' justifications in a source recognition task reflect their construction of document models

SAUX, G.; BRITT. A.; BURIN, D.; IRRAZABAL, N.; ROUET, J. F.

Kassel

Congreso; 26th Annual Meeting of the Society for Text and Discourse; 2016

Society Text Discourse

Fourty College students read several short news reports presenting discrepant or consistent accounts on a situation. Each text presented three embedded characters: Two making claims on the situation (sources) and one taking part but making no claims (non-source). Then, participants were presented with one of the claims and had to recognize the character making it and justify their response. Discrepant claims increased recognition accuracy, the recall of the specific utterance of the non-chosen source, and the use of source-based justifications.