Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text.

CarolAnne M. Kardash · Karen L. Howell

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Educational Strategies and Epistemologies Memory Processes and Influences Visual and Cognitive Learning Processes

Abstract

The effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of a dual-positional text were investigated. Forty undergraduates thought aloud while reading a text that presented information both consistent and inconsistent with their prior beliefs about the HIV-AIDS relationship. Epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the nature of the information read to influence the specific type of cognitive processing used. Strategies for accepting or resolving apparent ambiguities in text were related positively to delayed recall; cognitive processes for developing awareness were related negatively to the number of distortions produced.

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References

1991Handbook of reading research 1985Strategies of Discourse Comprehension 1979Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence.1981Attitudes and Persuasion: Classic and Contemporary Approaches 1984The Efficient Assessment of Need for Cognition 1990Effects of beliefs about the nature of knowledge on comprehension.1984Metacognitive skills and reading 1988A schema-theoretic view of basic processes in reading comprehension

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