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Direct linkMaier, Johanna; Richter, Tobias – European Journal of Psychology of Education, 2016
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and…
Descriptors: Undergraduate Students, Science Education, Scientific Literacy, Reading Comprehension
