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When researching socioscientific topics, particularly on the Internet, readers face multiple texts that they must integrate into a coherent mental model. Previous research in monolingual settings has found that comprehension is biased toward readers' prior beliefs (text-belief consistency effect). Considering that the Internet is multilingual, this experiment focused on the influence of document language on the text-belief consistency effect. Assuming differences in epistemic prestige among languages, we hypothesized that document language would act as a credibility cue and moderate the text-belief consistency effect. Seventy-four German university students read two conflicting texts either in their L2 English (higher epistemic prestige) or in their L1 German (lower epistemic prestige). Participants constructed stronger situation models for the belief-consistent text than for the belief-inconsistent text only when they read the texts in German. These results indicate that document language can act as a source characteristic that may reduce belief biases in comprehension. [ABSTRACT FROM AUTHOR]

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When pursuing a controversial socio-scientific issue, readers are expected to construct balanced representations that include overlapping and opposing information. However, readers' mental representations are often biased towards their prior beliefs. Previous research on such text-belief consistency effects have been conducted mostly in monolingual contexts. The present study investigated whether document language, as a source characteristic, moderates text-belief consistency effects at the situation-model and text-base representation levels. Eighty-seven bilingual readers—selected from a larger initial sample—read two documents on the global spread of English. The documents were either presented in participants' first (Persian) and second (English) languages, or one was presented in Persian and the other one in English. A recognition task was used to assess situation-model strength and text-base strength. Overall, participants built stronger situation models for the belief-consistent information as opposed to belief-inconsistent information. However, document language moderated the text-belief consistency effect. When both texts were presented in English, the text-belief consistency effect was smaller than when both texts were presented in Persian. For the combination of English and Persian texts, the text-belief consistency effect was enlarged when the belief-consistent text was presented in English and the belief-inconsistent text in Persian but disappeared when the text-belief consistent text was presented in Persian and the belief-inconsistent text in English. These results suggest that document language can serve as a strong credibility cue that can eliminate belief effects, at least when the document language and the controversial issue are inherently related. [ABSTRACT FROM AUTHOR]

Readers are expected to construct balanced mental representations of socioscientific issues discussed across controversial documents. However, readers tend to be biased toward documents that present belief-consistent perspectives and tend to refute documents that argue against their stance (text-belief consistency effect). Published studies on text-belief consistency effects have used imbalanced designs with all participants typically endorsing one standpoint in the controversy. The present experiment used a balanced design to examine the text-belief consistency in Iranian students of English as a foreign language and to investigate the extent that prior knowledge moderates the effect. Eighty-two students read two texts on an applied linguistics issue (native vs. non-native speakers as English as a foreign language teachers). Based on their performance on a prior beliefs measure, participants were assigned to three groups that varied in agreement to the stance of the texts. A recognition task was used to measure their situation-model strength and text-base strength. The results revealed a large text-belief consistency effect. Participants constructed stronger situation models for the text that communicated belief-consistent information compared with those who read the text that communicated belief-inconsistent information. No difference was found for text-base representation. Although prior knowledge was found to exert a significant positive effect on the strength of participants' situation-model representations, it did not moderate the text-belief consistency effect. [ABSTRACT FROM AUTHOR]