Original Research ARTICLE
THE ROLE OF GENERAL AND SELECTIVE TASK INSTRUCTIONS ON STUDENTS’ PROCESSING OF MULTIPLE CONFLICTING DOCUMENTS
- 1University of Valencia, Spain
This study was designed to test the role of general and selective task instructions when processing documents, which vary as regards trustworthiness and position towards a conflicting topic. With selective task instructions we referred to concrete guidelines as how to read the texts and how to select appropriate documents and contents, in contrast to general task instructions. Students were presented with four different conflicting documents in an electronic learning environment and were told to write an essay based on the information from the texts. Only half of the students were told to only use information from two out of the four texts to write their essay (i.e., selective condition). As predicted, students told to focus on specific documents and not use all of them for the assigned task (i.e. selective condition) better discriminated the quality of documents and type of information for the task.
Keywords: Comprehension (General), Multiple documents comprehension, Task oriented approach, Reading-, High School Student, Functional reading
Received: 17 Jan 2019;
Accepted: 08 Aug 2019.
Copyright: © 2019 Cerdan and Marín. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Raquel Cerdan, University of Valencia, Valencia, 46010, Valencian Community, Spain, firstname.lastname@example.org