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Published on: January 22, 2011

Accessibility of outdated information.

Edward J O'Brien1, Anne E Cook, Sabine Guéraud

  • 1Department of Psychology, University of New Hampshire, Durham, NH 03824, USA. edward.o'brien@unh.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition
|June 23, 2010
PubMed
Summary
This summary is machine-generated.

Even when text is updated, outdated information can still affect comprehension. This study shows outdated information disrupts understanding, even with irreversible changes.

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Area of Science:

  • Cognitive Psychology
  • Psycholinguistics
  • Reading Comprehension

Background:

  • Previous research presents conflicting findings on whether outdated information influences text comprehension.
  • Studies by O'Brien et al. (1998) and Zwaan & Madden (2004) offered different conclusions regarding the persistence of outdated information.

Purpose of the Study:

  • To investigate the impact of outdated information on reading comprehension.
  • To explore factors contributing to previous findings where outdated information did not appear to affect comprehension.
  • To determine if outdated information disrupts comprehension even when updating creates irreversible changes.

Main Methods:

  • Experiments 1a and 1b modified sentence structures from Zwaan & Madden (2004) to re-evaluate the influence of outdated information.
  • Experiment 2 utilized new materials to test comprehension disruption when updating information caused irreversible object state changes.
  • Analysis focused on the role of anaphor position and the nature of updating information.

Main Results:

  • Rewriting sentences to reposition target anaphors revealed the impact of outdated information in Zwaan and Madden's (2004) materials.
  • Outdated information disrupted comprehension in Experiment 2, despite the updating information creating irreversible changes.
  • Results indicate that outdated information consistently influences comprehension processes.

Conclusions:

  • Outdated information can continue to influence text comprehension, contrary to some previous findings.
  • A passive reactivation process may explain how outdated information impacts ongoing comprehension.
  • The findings underscore the persistent effect of prior knowledge, even when contradicted by new information.