Project Details
Projekt
Knowledge construction with conflicting information from internet-based texts and pictures
Subject Area
Developmental and Educational Psychology
Term
from 2009 to 2016
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 125152921
A growing amount of science-related information is recently published on Internet. Therefore, learners searching online for information on scientific topics currently debated in public (for example on the potential of sustainable energy) often come across multiple texts containing different arguments and communicating contradictory points of view. In many cases this is not due to the publications lack of quality but rather arises from the fact that these topics are discussed controversially in science itself, because scientific evidence does not provide a definite picture yet. Thus, the question arises how the communication of conflicting science-related information can be structured to foster the construction of a coherent referential representation (situation model) of a scientific topic. Besides learner characteristics that influence the construction of such a representation, the layout and presentation of the information are likely to be crucial. One characteristic that is very common for the presentation of information in scientific texts is the use of pictures to visualize quantitative empirical results (e.g. line graphs) or to illustrate matters in the text (e.g. photographs). Over the course of the project experimental data were analysed and showed that pictures are used as cues for the assessment of the plausibility of given information. Specifically, we found that realistic pictures can induce a perception of fluency, depending on learner characteristics. However, the fluency effect has not yet been explored accordingly concerning diagrams. Hence, we plan to examine the assumption that fluency also mediates the effect of diagrams on the comprehension of conflicting information. Depending on learner characteristics, fluency should either lead to a more superficial processing or should be used as a plausibility cue in an elaborative processing. As a first step, we plan to provide conclusive evidence that diagrams have a (positive effect) on the perception of fluency during the comprehension of controversial scientific texts by using detailed process analysis and an experimental manipulation of the determinants of fluency. Subsequently, we will focus on the question how perception of fluency, caused by diagrams in learning with conflicting science related texts, affects the process and outcome of learning. Depending on learner characteristics, fluency should have different effects on text comprehension: a positive effect when the perception of fluency is interpreted as a plausibility cue concerning the text and a negative effect when it indicates illusory comprehension. These assumptions will be investigated by the means of moderated mediation analyses.
DFG Programme
Priority Programmes
Subproject of
SPP 1409:
Science and the General Public: Understanding Fragile and Conflicting Evidence
Participating Person
Dr. Mark Ullrich
