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Discourse Processes Volume 51, 2014 - Issue 1-2: Comprehension and Validation of Text Information
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Original Articles

Memory for Scientific Arguments and Their Sources: Claim–Evidence Consistency Matters

Brent Steffens Department of Psychology, Northern Illinois UniversityCorrespondence[email protected]
,
M. Anne Britt Department of Psychology, Northern Illinois University
,
Jason L. Braasch Department of Psychology, University of Memphis; Department of Educational Research, University of Oslo, Oslo, Norway
,
Helge Strømsø Department of Educational Research, University of Oslo, Oslo, Norway
&
Ivar Bråten Department of Educational Research, University of Oslo, Oslo, Norway
Pages 117-142 | Published online: 09 Jan 2014

Citations (14)

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Read on this site (2)

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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Gaston Saux, Christine Ros, M. Anne Britt, Marc Stadtler, Debora I. Burin & Jean-François Rouet. (2018) Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands. Discourse Processes 55:5-6, pages 525-544.
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Articles from other publishers (12)

Manuela Glaser, Dominik Lengyel, Catherine Toulouse & Stephan Schwan. (2022) How Do We Deal with Uncertain Information? Effects of Verbal and Visual Expressions of Uncertainty on Learning. Educational Psychology Review 34:2, pages 1097-1131.
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Colleen M. Seifert, Michael Harrington, Audrey L. Michal & Priti Shah. (2022) Causal theory error in college students’ understanding of science studies. Cognitive Research: Principles and Implications 7:1.
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Gaston Saux, Nicolas Vibert, Julien Dampuré, Debora I. Burin, M. Anne Britt & Jean-François Rouet. (2021) From simple agents to information sources: Readers' differential processing of story characters as a function of story consistency. Acta Psychologica 212, pages 103191.
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Annie Charron, Andréanne Gagné, Nathalie Bigras & Julie Lemire. (2020) Questionnaire de littératie familiale mesurant l’exposition parentale aux livres. Revue internationale de l'éducation familiale n° 47:1, pages 103-118.
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Andreas G. Wertgen & Tobias Richter. (2020) Source credibility modulates the validation of implausible information. Memory & Cognition 48:8, pages 1359-1375.
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Manuela Glaser & Stephan Schwan. (2019) Processing textual and visual certainty information about digital architectural models. Computers in Human Behavior 96, pages 141-148.
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Gaston Saux, Anne Britt, Ludovic Le Bigot, Nicolas Vibert, Debora Burin & Jean-François Rouet. (2016) Conflicting but close: Readers’ integration of information sources as a function of their disagreement. Memory & Cognition 45:1, pages 151-167.
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Ivar Bråten & Jason L. G. Braasch. 2017. Improving Reading and Reading Engagement in the 21st Century. Improving Reading and Reading Engagement in the 21st Century 77 98 .
Lisa Scharrer & Ladislao Salmerón. (2016) Sourcing in the reading process: introduction to the special issue. Reading and Writing 29:8, pages 1539-1548.
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Ivar Bråten, Helge I. Strømsø & Rune Andreassen. (2016) Sourcing in professional education: Do text factors make any difference?. Reading and Writing 29:8, pages 1599-1628.
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Ivar Bråten, Ladislao Salmerón & Helge I. Strømsø. (2016) Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers. Contemporary Educational Psychology 46, pages 253-262.
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Ingvill Rasmussen & Åste Hagen. (2015) Facilitating students’ individual and collective knowledge construction through microblogs. International Journal of Educational Research 72, pages 149-161.
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