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Educational Psychologist Volume 52, 2017 - Issue 3: Models of Multiple Text Comprehension
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Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Tobias RichterDepartment of Psychology IV, University of Würzburg, GermanyCorrespondence[email protected]
&
Johanna MaierDepartment of Psychology IV, University of Würzburg, Germany
Pages 148-166 | Published online: 25 May 2017

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Catharina Tibken, Tobias Richter & Wienke Wannagat. (2024) Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults. Scientific Studies of Reading 28:3, pages 284-302.
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Alexandra List, Gala S. Campos Oaxaca, Hongcui Du, Hye Yeon Lee & Bailing Lyu. (2024) Critical culturalized comprehension: Exploring culture as learners thinking about texts. Educational Psychologist 59:1, pages 1-19.
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Alexandra List. (2024) The Limits of Reasoning: Students’ Evaluations of Anecdotal, Descriptive, Correlational, and Causal Evidence. The Journal of Experimental Education 92:1, pages 1-31.
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Jason L. G. Braasch, Øistein Anmarkrud, Anette Andresen, Leila E. Ferguson & CarolAnne M. Kardash. (2023) Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. Reading Psychology 44:6, pages 649-671.
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Eric B. Claravall, Elizabeth Isidro & Robin Irey. (2023) Historical Reasoning among Middle School Students with Learning Differences: Exploring the Use of Multiple Sources in Writing. Reading & Writing Quarterly 0:0, pages 1-25.
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Alexandra List. (2023) Social justice reasoning when students learn about social issues using multiple texts. Discourse Processes 60:4-5, pages 244-272.
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Anna E. Mason, Jason L. G. Braasch, Daphne Greenberg, Erica D. Kessler, Laura K. Allen & Danielle S. McNamara. (2023) Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions. Reading Psychology 44:4, pages 436-462.
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Mohammad N. Karimi & Parisa Ashkani. (2023) Situation-model representations of conflicting textual information in L2 readers: the effects of prior beliefs and L2 proficiency. Language Awareness 32:2, pages 323-341.
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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, André Tricot & Franck Amadieu. (2023) Expert but not persuasive: middle school students’ consideration of source in the processing of conflicting videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios). Journal for the Study of Education and Development 46:2, pages 285-321.
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Jason L. G. Braasch. (2023) Potential contributions of intellectual humility when reading on the Internet. The Journal of Positive Psychology 18:2, pages 254-258.
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Andreas G. Wertgen & Tobias Richter. (2023) Source credibility and plausibility are considered in the validation of textual information: evidence from a social media context. Journal of Cognitive Psychology 35:2, pages 183-204.
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Johanna Abendroth & Tobias Richter. (2023) Reading perspectives moderate text-belief consistency effects in eye movements and comprehension. Discourse Processes 60:2, pages 119-140.
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Catharina Tibken, Tobias Richter, Wienke Wannagat, Sandra Schmiedeler, Nicole von der Linden & Wolfgang Schneider. (2022) Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents: Stability, Associations with Reading Comprehension Skills, and Differences Between Grade Levels. Discourse Processes 59:5-6, pages 439-461.
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Catherine M. Bohn-Gettler & Matthew T. McCrudden. (2022) Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text. Discourse Processes 59:1-2, pages 52-75.
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Christian Tarchi & Ruth Villalón. (2022) Fostering University Students’ Written Argumentation via Recursive Reading: A Randomized Controlled Trial. Journal of College Reading and Learning 52:1, pages 42-63.
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Lin Guo. (2022) Seeking Alternatives: How Task Instruction Affects Comprehension of Texts with Conflicting Information. Reading Psychology 43:1, pages 40-69.
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Mohammad N. Karimi & Tobias Richter. (2021) Text-Belief Consistency Effects in L2 Readers. Discourse Processes 58:8, pages 726-742.
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Steffen Gottschling & Yvonne Kammerer. (2021) Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information: An Eye-Tracking Study. Discourse Processes 58:5-6, pages 468-490.
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Allison N. Sonia & Edward J. O’Brien. (2021) Text-Based Manipulation of the Coherence Threshold. Discourse Processes 58:5-6, pages 549-568.
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Matthew T. McCrudden, Linh Huynh, Bailing Lyu & Jonna M. Kulikowich. (2021) Bridging Inferences and Learning from Multiple Complementary Texts. Discourse Processes 58:5-6, pages 529-548.
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Jason L. G. Braasch & Erica D. Kessler. (2021) Working toward a theoretical model for source comprehension in everyday discourse. Discourse Processes 58:5-6, pages 449-467.
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Meredith B. Carroll & Paige L. Sanchez. (2021) Decision making with conflicting information: influencing factors and best practice guidelines. Theoretical Issues in Ergonomics Science 22:3, pages 296-316.
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Christian Tarchi. (2021) Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents. Journal of College Reading and Learning 51:2, pages 131-152.
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Erica D. Kessler, Jason L. G. Braasch & CarolAnne M. Kardash. (2021) The Contributions of Childhood Vaccination Misconceptions to the Evaluation and Sharing of Information from Multiple Internet Texts. Reading Psychology 42:3, pages 281-301.
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Caroline Leroy, Peter Gerjets, Uwe Oestermeier & Yvonne Kammerer. (2021) Simultaneous Presentation of Multiple Documents and Text-Highlighting: Online Integrative Processes and Offline Integrated Understanding. Scientific Studies of Reading 25:2, pages 179-192.
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Charles Perfetti & Anne Helder. (2021) Incremental Comprehension Examined in Event-related Potentials: Word-to-Text Integration and Structure Building. Discourse Processes 58:1, pages 2-21.
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Steffen Gottschling, Yvonne Kammerer, Eva Thomm & Peter Gerjets. (2020) How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts. International Journal of Science Education, Part B 10:4, pages 335-354.
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Johanna Abendroth & Tobias Richter. (2020) Text-belief consistency effect in adolescents´ comprehension of multiple documents from the Web (El efecto de consistencia en la comprensión lectora de los adolescentes de documentos múltiples provenientes de Internet). Journal for the Study of Education and Development 43:1, pages 60-100.
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Jason L. G. Braasch. (2020) Advances in research on internal and external factors that guide adolescents’ reading and learning on the Internet (Avances en la investigación de los factores internos y externos que condicionan la lectura y el aprendizaje de los adolescentes a través Internet). Journal for the Study of Education and Development 43:1, pages 210-241.
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Steffen Gottschling, Yvonne Kammerer & Peter Gerjets. (2019) Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims. Discourse Processes 56:5-6, pages 429-446.
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Murray Singer. (2019) Challenges in Processes of Validation and Comprehension. Discourse Processes 56:5-6, pages 465-483.
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Vahid Aryadoust. (2019) An Integrated Cognitive Theory of Comprehension. International Journal of Listening 33:2, pages 71-100.
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Christian Tarchi. (2019) Identifying fake news through trustworthiness judgements of documents / La identificación de noticias falsas mediante juicios de fiabilidad de los documentos. Culture and Education 31:2, pages 369-406.
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Cleci Werner da Rosa & José Otero. (2018) Influence of source credibility on students’ noticing and assessing comprehension obstacles in science texts. International Journal of Science Education 40:13, pages 1653-1668.
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Alexandra List & Patricia A. Alexander. (2017) Analyzing and Integrating Models of Multiple Text Comprehension. Educational Psychologist 52:3, pages 143-147.
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Marc Stadtler. (2017) The Art of Reading in a Knowledge Society: Commentary on the Special Issue on Models of Multiple Text Comprehension. Educational Psychologist 52:3, pages 225-231.
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Helge I. Strømsø. (2017) Multiple Models of Multiple-Text Comprehension: A Commentary. Educational Psychologist 52:3, pages 216-224.
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Ian Thacker, Hannah French & Shon Feder. Estimating climate change numbers: mental computation strategies that can support science learning. International Journal of Science Education 0:0, pages 1-22.
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Murray Singer. The contributions of Walter Kintsch: Cascading cognitive science. Discourse Processes 0:0, pages 1-6.
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Lisa Pilotek, Mohammad N. Karimi & Tobias Richter. Document language moderates the text-belief consistency effect. Discourse Processes 0:0, pages 1-11.
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