Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory

This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than task-irrelevant text independently of whether the information was consistent with their topic beliefs. In Experiment 2 (n = 76), a think-aloud methodology showed that participants engaged in confirmation strategies when reading belief-consistent text and disconfirmation strategies when reading belief-inconsistent text, independently of whether the information was relevant to their task instructions. Nonetheless, participants recalled task-relevant text better than task-irrelevant text. The results indicate that task relevance instructions affect memory independently of beliefs but that beliefs affect processing independently of task relevance instructions. Thus, moment-by-moment reading processes and memory for text can operate differently as a function of topic beliefs