Readers with an entertainment goal make more evaluative comments than readers with a study goal, with no difference in affective responses¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Evaluative responses were more common in the entertainment condition, while affective responses did not differ between reading conditions. → P. van den Broek 2001

Evidence¶

P. van den Broek 2001¶

P. van den Broek, R. F. Lorch, Jr., T. Linderholm, & M. Gustafson. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081-1087. https://link.springer.com/journal/13414

q3 · i? · causal · r2

Think-aloud ANOVAs for the evaluative and affective categories in the same experiment. Evaluations (opinions about the text) favored the entertainment condition, but "there were no differences between the two reading conditions with respect to affective responses (both Fs , 1)."

"Again, Table 1 confirms that evaluative responses were more common in the entertainment condition [F1(1,55) = 13.00, MSe = .0074, F2(1,135) = 34.58, MSe = .0211]. However, there were no differences between the two read-ing conditions with respect to affective responses (both Fs , 1)."

Discussion¶

Related Claims¶

• Readers with a study goal paraphrase and repeat text more often than readers with an entertainment goal — related
• Readers with a study goal generate more backward/explanatory inferences during reading than readers with an entertainment goal — related
• Readers with a study goal generate more forward/predictive inferences during reading than readers with an entertainment goal — related
• Readers with an entertainment goal generate more associative inferences than readers with a study goal, though the participant-level test was marginal — related
• In a follow-up self-paced reading study, readers with a study goal read considerably more slowly than readers with an entertainment goal — related
• Free recall of expository text is higher under a study goal than under an entertainment goal — related
• Page readers tended to include more details in their summaries than Scroll readers (a marginal result, p = .056), while recall of main ideas did not differ significantly — related
• A self-explanation instruction during rereading improves monitoring accuracy for all readers above mere rereading (Experiment 2) — related
• Goal profiles differ between effective and ineffective CL teams: mastery and social responsibility goals prevail in effective teams, entertainment, certificate and work avoidance goals in ineffective teams — related