Text Belief Consistency Effects in the Comprehension of Multiple Texts With Conflicting Information

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Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “…on one’s discipline-specific knowledge of content and methods to obtain reliable information or one may simply select the side that is consistent with one’s own beliefs or worldview or even change one’s own beliefs (Chinn & Brewer, 1993; J. Maier & Richter, 2013a, 2013b; Otero & Kintsch, 1992).”
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “Although a few studies provide initial evidence to this point (Bra ten et al., 2016; Maier & Richter, 2013), none have used online measures of reading (e.g., eye tracking, think aloud).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “When students hold strong attitudes about a topic, they are likely to process attitude-consistent information at the surface level, without scrutiny, while ignoring or dismissing information that is attitude inconsistent (Lord et al., 1979; Maier & Richter, 2013; Nickerson, 1998; Wiley, 2005).”