@article{SegerWannagatNieding2021,
  author    = {Seger, Benedikt T. and Wannagat, Wienke and Nieding, Gerhild},
  title     = {Children's surface, textbase, and situation model representations of written and illustrated written narrative text},
  series = {Reading and Writing},
  volume    = {34},
  journal   = {Reading and Writing},
  number    = {6},
  issn      = {1573-0905},
  doi       = {10.1007/s11145-020-10118-1},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-269813},
  pages     = {1415-1440},
  year      = {2021},
  abstract  = {According to the tripartite model of text representation (van Dijk \& Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.},
  language  = {en}
}
@article{WannagatWaizeneggerNiedling2021,
  author    = {Wannagat, Wienke and Waizenegger, Gesine and Niedling, Gerhild},
  title     = {Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children},
  series = {Cognitive Processing},
  volume    = {22},
  journal   = {Cognitive Processing},
  issn      = {1612-4782},
  doi       = {10.1007/s10339-020-01008-z},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-235744},
  pages     = {299-310},
  year      = {2021},
  abstract  = {In an experiment with 114 children aged 9-12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.},
  language  = {en}
}
@article{WertgenRichter2020,
  author    = {Wertgen, Andreas G. and Richter, Tobias},
  title     = {Source credibility modulates the validation of implausible information},
  series = {Memory \& Cognition},
  volume    = {48},
  journal   = {Memory \& Cognition},
  issn      = {0090-502X},
  doi       = {10.3758/s13421-020-01067-9},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-234825},
  pages     = {1359-1375},
  year      = {2020},
  abstract  = {Validation of text information as a general mechanism for detecting inconsistent or false information is an integral part of text comprehension. This study examined how the credibility of the information source affects validation processes. Two experiments investigated combined effects of source credibility and plausibility of information during validation with explicit (ratings) and implicit (reading times) measurements. Participants read short stories with a high-credible versus low-credible person that stated a consistent or inconsistent assertion with general world knowledge. Ratings of plausibility and ratings of source credibility were lower when a credible source stated a world-knowledge inconsistent assertion compared with a low-credible source. Reading times on target sentences and on spillover sentences were slower when a credible source stated an assertion inconsistent with world knowledge compared with a low-credible source, suggesting that source information modulated the validation of implausible information. These results show that source credibility modulates validation and suggest a bidirectional relationship of perceived plausibility and source credibility in the reading process.},
  language  = {en}
}