Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions

Anna E. Mason, Jason L.G. Braasch, Daphne Greenberg, Erica D. Kessler, Laura K. Allen, Danielle S. McNamara

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.

Original languageEnglish (US)
Pages (from-to)436-462
Number of pages27
JournalReading Psychology
Volume44
Issue number4
DOIs
StatePublished - 2023
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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