Albrecht, J. E., & Myers, J. L. (1995). Role of context in accessing distant information during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(6), 1459-1468.

Albrecht, J.; Myers, J.

1995

Albrecht, J. E., & Myers, J. L. (1995). Role of context in accessing distant information during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(6), 1459-1468.

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In 3 experiments, the authors investigated factors that influence accessibility of backgrounded goal information. Participants read texts consisting of 2 episodes. In the 1st episode, the goal was satisfied or unsatisfied. Following a statement of goal satisfaction or goal postponement, there was a 2nd unrelated episode. After completion of the 2nd episode, target sentences were presented that were consistent with the 2nd episode but were inconsistent with completion of the earlier unsatisfied goal. Participants noticed the inconsistency only then the conflicting information was separated by a few sentences or when the context of the goal had been reinstated. The results are consistent with the resonance model described by J.E. Albrecht and E.J. O'Brien (1993) and by J.L. Myers, E.J. O'Brien, J.E. Albrecht and R.A. Mason (1994).

Readers noticed the inconsistency only when the conflicting information was separated by a few sentences. In the close condition, the unsatisfied-goal information was still available when the inconsistent target information was read. In this case, participants detected the inconsistency and spent more time reading the target sentences.

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