Jean-François Rouet

Jean-François Rouet
French National Centre for Scientific Research | CNRS · University of Poitiers

About

206
Publications
47,568
Reads
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5,864
Citations
Additional affiliations
November 1994 - present
French National Centre for Scientific Research
Position
  • Senior Researcher

Publications

Publications (206)
Article
Full-text available
On a daily basis, most people read about issues of interest from a diversity of sources. Moreover, the information they encounter frequently encompass discrepancies, ranging from minor inconsistencies to straight contradictions. Readers may construct coherent representations from discrepant contents by linking contents to their respective sources a...
Article
L'évaluation des sources d'information en ligne est une compétence de lecture finalisée que beaucoup d'adolescents ne maîtrisent pas, ou pas complètement, et qui nécessite une formation explicite. Notre étude visait à promouvoir la capacité des élèves de Troisième à lire et interpréter de façon critique des informations issues de différents types d...
Article
Background Drawing on theories of purposeful reading, this study explored task conditions that support fifth graders' selective reading of documents in order to answer questions. More specifically, we investigated whether promoting students' elaboration of their task model increases task performance. Methods Participants had to answer series of qu...
Article
The aim of this study was to examine the effects of structure and navigation aids on students' learning from hypertexts. Participants were 48 undergraduate students. Group 1 (N = 24) read 2 hypertexts (one network, one hierarchical) with high navigation support (a graphical overview, a coherent links list, and use of different colours for visited a...
Article
Full-text available
This study examined the role of source credibility in the validation of factual information embedded in short narratives. In a self-paced reading experiment, we tested the assumption that the degree of (im-)plausibility determines the extent that source credibility affects validation during comprehension. We used reading times of target and spillov...
Chapter
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Article
Text comprehension theories propose that readers try to achieve a coherent representation of the situation depicted in a text. When reading multiple texts on the same topic, however, achieving a coherent representation of a situation poses additional challenges. Different sources may offer inconsistent descriptions or interpretations of the situati...
Article
Full-text available
The study examined how readers integrate information from and about multiple information sources into a memory representation. In two experiments, college students read brief news reports containing two critical statements, each attributed to a source character. In half of the texts, the statements were consistent with each other, in the other half...
Article
To be able to solve complex information problems in a digital environment is a key 21 st century skill. Technology users usually expect to achieve their goals in a fast and accurate way. However, the actual relationship between time-on-task and task outcome is currently not well understood. We analyzed data from a large-scale international study in...
Chapter
Searching texts both online and in print has become an essential skill for twenty-first-century students. Although most children can read fluently and comprehend short texts by the age of 10, research suggests that older students and even adults experience difficulties when searching for information inside texts. This chapter synthesizes various th...
Article
Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines...
Conference Paper
In this study, we investigated to what extent memory constraints and different reading tasks affect readers’ text processing. One hundred and twenty students volunteered in this 2 (text availability: with text vs without text) * 3 (question type: location, integration and evaluation) mixed-design study. Participants had to read five texts (single a...
Article
This study investigates the relationship between teenagers’ use of social networking sites (SNS) and their sourcing abilities. Sourcing is defined as students’ ability (1) to discriminate reliable and unreliable links based on source characteristics, (2) to value source criteria as means to select information resources and (3) to select reliable te...
Article
This study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explic...
Article
Full-text available
The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e., eighth grade) read two texts and answered several questions while texts were available. A paraphrase including core information about each question was included before students provided...
Poster
This study critically examines the construct of reading comprehension assessment as it relates to adolescents' digital literacy skills. We review recent studies that have demonstrated how memory-based and text available assessments measure different components of reading comprehension and how such tasks might not be affected by the same individual...
Article
Full-text available
We now have almost no filters on information that we can access, and this requires a much more vigilant, knowledgeable reader. Learning false information from the web can have dire consequences for personal, social, and personal decision making. Given how our memory works and our biases in selecting and interpreting information, now more than ever...
Article
Full-text available
Two eye-tracking experiments were conducted to assess the influence of words either looking like the target word (orthographic distractors) or semantically related to the target word (semantic distractors) on visual search for words within lists by adolescents of 11, 13, and 15 years of age. In Experiment 1 (literal search task), participants saw t...
Article
The Cambridge Handbook of Cognition and Education - edited by John Dunlosky February 2019
Article
Full-text available
Cambridge Core - Cognition - The Cambridge Handbook of Cognition and Education - edited by John Dunlosky
Article
The authors examined adolescents’ detection of features that affect the quality of web information. In experiment 1, participants (12–16 years old) rated the goodness/usefulness of four web‐like documents for a simulated study assignment. Each document came with an issue that potentially undermined its quality. Two documents had source‐related issu...
Article
This study examined the effect of the number of citations attributed to documents on third year psychology students’ selection of bibliographical references. Our main assumption was that students would take high numbers of citations as accessible relevance cues and use them heuristically to facilitate decision making, potentially bypassing deeper r...
Article
This paper discusses the skills required for students to be able to access, comprehend and use documents independently, both in print and online. We start with a simple example in order to illustrate the demands posed by document-based school tasks on students’ reading literacy skills. We then propose a descriptive framework to broaden the construc...
Article
Acquiring information from the Web creates new educational demands even in elementary school. Children need to scrutinize source information (‘sourcing’) to choose trustworthy information. So far, few studies have documented young readers’ abilities to identify and evaluate source information. With two studies, we seek to gather more evidence on el...
Article
Due to the increasing educational use of the Internet already children in elementary school need to critically evaluate source information to judge the trustworthiness of information. Studies with adult readers show that sourcing prompts as well as mutually exclusive claims in reading materials promote the use of source information. However, little...
Article
In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants’ memory for the sources’ identity (i.e., occupation) and features (i.e., the source’s access to knowledge and the source’s physical appearance) was examined as a function of the consistency of...
Article
Increased amounts of information available from the Internet have triggered new demands for students to evaluate information quality. Our study presents an instructional intervention aimed at fostering ninth grade students’ critical evaluation of source reliability. The intervention was grounded into theories of multiple text comprehension and used...
Article
This study aimed at investigating attentional mechanisms in obsessive-compulsive disorder (OCD) by analysing how visual search processes are modulated by normal and obsession-related distracting information in OCD patients and whether these modulations differ from those observed in healthy people. OCD patients were asked to search for a target word...
Article
This study examines children’s strategies when scanning a document to answer a specific question. More specifically, we wanted to know whether they make use of organizers (i.e., headings) when searching and whether strategic search is related to their knowledge of reading strategies. Twenty-six French fifth graders were asked to search single-page...
Article
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading:...
Article
Although information on the Web notoriously involves reliable and less reliable sources, research has found that middle school students hardly ever attend to source information (e.g., author, date of publication) while reading online. Nonetheless, studies show that students are able to evaluate source information and understand how this can inform...
Book
La page de titre mentionne en plus : "Cet ouvrage applique l'orthographe recommandée par le ministère de l'Éducation nationale" ; "Cette publication est conforme à la nouvelle orthographe" (www.orthographe-recommandee.org). - La couverture porte en plus : "Textes narratifs et documentaires : des principes pour un enseignement explicite, des activit...
Article
This study examines the role of online data as indicators of the cognitive processes involved in problem solving in a technology-rich environment. More specifically, we analyze the relationship between response time, logged action count and task outcomes in a sample of over 23,000 adults from 16 countries who participated in the Problem solving in...
Article
Social question & answer forums offer great learning opportunities, but students need to evaluate the credibility of answers to avoid being misled by untrustworthy sources. This critical evaluation may be beyond the capabilities of students from primary and secondary school. We conducted two studies to assess how students from primary, secondary an...
Article
Full-text available
Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing sto...
Article
Full-text available
According to the documents model framework (Britt, Perfetti, Sandak, & Rouet, 1999), readers’ detection of contradictions within texts increases their integration of source–content links (i.e., who says what). This study examines whether conflict may also strengthen the relationship between the respective sources. In two experiments, participants r...
Research
The aims of this research is to investigate the role of these different textual, contextual and individual factors in adult readers in a situation in which they have to read a document in order to answer a specific question. More specifically, we expect the inclusion of headers to trigger top-down selective strategies, as opposed to linear scanning...
Article
Full-text available
We present an empirical investigation of a classroom training fostering vocational students’ consideration of source information when deciding about science-based controversies. The training was specifically aimed at raising students’ awareness of the division of cognitive labor and the resulting need to take a source’s competence into account when...
Chapter
The spread of digital information system has promoted new ways of performing activities, whereby laypersons make use of computer applications in order to achieve their goal through the use of problem solving strategies. These new forms of problem solving rely on a range of skills whose accurate assessment is key to the development of postindustrial...
Conference Paper
Full-text available
The aims of this research is to investigate the role of these different textual, contextual and individual factors in adult readers in a situation in which they have to read a document in order to answer a specific question. More specifically, we expect the inclusion of headers to trigger top-down selective strategies, as opposed to linear scanning...
Poster
Full-text available
How does the source modality (oral vs. written) of an information affect its memorization? After having been exposed to short stories in one of these two modalities, participants performed a surprise recognition test during which they also recalled the modality in which the story had been presented. Content memory was greater for stories presented...
Article
Full-text available
In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ability to understand and critically evaluate scientific content in order to achieve one's goals. We then present 3 challenges of learning from science te...
Article
Full-text available
Two experiments examined the impact of task-set on people’s use of the visual and semantic features of words during visual search. Participants’ eye movements were recorded while the distractor words were manipulated. In both experiments, the target word was either given literally (literal task) or defined by a semantic clue (categorical task). Acc...
Article
Two experiments examined readers' memory for information sources in short news stories. Based on current theories of text comprehension, we assumed that sources involved in the situation described (e.g. a witness or a participant) would be better remembered than remote sources (e.g. someone commenting on the topic from a distance). We additionally...
Article
Accessing a set of documents on a scientific topic has become a widespread activity both in school and in informal learning. Often, the Internet, offering a wide variety of unfiltered information, is the primary source individuals turn to. However, reading multiple documents online can be a challenging cognitive endeavor requiring readers to locate...
Chapter
This chapter examines learning from multiple documents, that is, the construction of new knowledge, beliefs or opinions from more than a single source of information. First, we introduce the specific discourse processes that come into play when multiple-source documents are considered, as opposed to single-source texts or multimedia documents. We f...
Article
In two experiments, we examined fourth and fifth graders' comprehension of the source of information in texts presenting controversial issues. In Experiment 1, participants read short texts in which two people presented different arguments regarding an issue. Participants identified who said what and evaluated each source's knowledge of the issue....
Article
This paper describes an experiment on the effects of learning, mode of interaction (written vs. spoken) and transfer mode on user performance and discourse organization during interaction with a natural language dialogue system. Forty-eight participants took part in a series of 12 dialogues with an information retrieval system presented either in t...
Article
The present study investigated the strategies used by experienced researchers to find articles in an online bibliographic database.Objective The goal was to shed light on researchers’ actual search behaviour by empirically observing users during the search process.Method We asked 16 neuroscience researchers and 16 researchers in other disciplines o...
Article
Two experiments assessed the impact of word familiarity on visual search for phrases. Participants' eye movements were recorded while they memorized target phrases and then searched for them within more or less similar phrases. The phrases were written with either familiar or unfamiliar, neuroscience-specific vocabulary. Most participants did not s...
Article
We investigated the impact of readers' visuo-spatial (VS) capacity on their incidental learning of page links during the exploration of simple hierarchical hypertextual documents. Forty-three university students were asked to explore a series of hypertexts for a limited period of time. Then the participants were asked to recall the layout and the c...
Article
The purpose of this chapter is to review the cognitive processes involved in studying multiple documents and to emphasize studying multiple documents as a means for students to learn about complex topics. We define the construct of quality of learning in the context of document-based activities. Then we outline the “documents model framework” that...
Article
Full-text available
An eye-tracking experiment was performed to assess the influence of orthographic and semantic distractor words on visual search for words within lists. The target word (e.g., "raven") was either shown to participants before the search (literal search) or defined by its semantic category (e.g., "bird", categorical search). In both cases, the type of...