Citations (51)
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Chia-Hui Cheng & Fang-Ying Yang. (2022) Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components. International Journal of Science Education 44:8, pages 1336-1355.
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Miika Marttunen, Timo Salminen & Jukka Utriainen. (2021) Student evaluations of the credibility and argumentation of online sources. The Journal of Educational Research 114:3, pages 294-305.
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Rafael Quintana & Richard Correnti. (2019) The right to argue: teaching and assessing everyday argumentation skills. Journal of Further and Higher Education 43:8, pages 1133-1151.
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Rafael Quintana & Christian Schunn. (2019) Who Benefits From a Foundational Logic Course? Effects on Undergraduate Course Performance. Journal of Research on Educational Effectiveness 12:2, pages 191-214.
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Katherine A. Reynolds, Jessica H. Triant & Todd D. Reeves. (2019) Patterns in how pre-service elementary teachers formulate evidence-based claims about student cognition. Journal of Education for Teaching 45:2, pages 140-154.
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Magnus Åberg & Christina Olin-Scheller. (2018) Wolf cries: on power, emotions and critical literacy in first-language teaching in Sweden. Gender and Education 30:7, pages 882-898.
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Michael B. Wolfe & Christopher A. Kurby. (2017) Belief in the Claim of an Argument Increases Perceived Argument Soundness. Discourse Processes 54:8, pages 599-617.
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Christina Olin-Scheller & Michael Tengberg. (2017) Teaching and learning critical literacy at secondary school: the importance of metacognition. Language and Education 31:5, pages 418-431.
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Tobias Richter & Johanna Maier. (2017) Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation. Educational Psychologist 52:3, pages 148-166.
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PritiD. Haria & Ekaterina Midgette. (2014) A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text. Reading & Writing Quarterly 30:4, pages 297-327.
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M. Anne Britt, Tobias Richter & Jean-François Rouet. (2014) Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information. Educational Psychologist 49:2, pages 104-122.
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Doug Lombardi, Viviane Seyranian & GaleM. Sinatra. (2014) Source Effects and Plausibility Judgments When Reading About Climate Change. Discourse Processes 51:1-2, pages 75-92.
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MichaelB. Wolfe, ShawnaM. Tanner & AndrewR. Taylor. (2013) Processing and Representation of Arguments in One-Sided Texts About Disputed Topics. Discourse Processes 50:7, pages 457-497.
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Martin Davies. (2013) Critical thinking and the disciplines reconsidered. Higher Education Research & Development 32:4, pages 529-544.
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PatriciaA. Alexander & The Disciplined Reading and Learning Research Laboratory. (2012) Reading Into the Future: Competence for the 21st Century. Educational Psychologist 47:4, pages 259-280.
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Martin Davies. (2011) Introduction to the special issue on critical thinking in higher education. Higher Education Research & Development 30:3, pages 255-260.
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Ivar Bråten, M.
Anne Britt, HelgeI. Strømsø & Jean-François Rouet. (2011) The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model. Educational Psychologist 46:1, pages 48-70.
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M.
Anne Britt, C.A. Kurby, S. Dandotkar & C.R. Wolfe. (2007) I Agreed with What? Memory for Simple Argument Claims. Discourse Processes 45:1, pages 52-84.
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Carita Kiili, Helge I. Strømsø, Ivar Bråten, Jenni Ruotsalainen & Eija Räikkönen. Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts. Reading Psychology 0:0, pages 1-28.
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Articles from other publishers (32)
Tobias Richter & Simon P. Tiffin-Richards. (2024)
Learning as an epistemic activity /
El aprendizaje como actividad epistémica
. Journal for the Study of Education and Development: Infancia y Aprendizaje 47:1, pages 3-48.
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Yvonne Berkle, Lukas Schmitt, Antonia Tolzin, Andreas Janson, Thiemo Wambsganss, Jan Marco Leimeister & Miriam Leuchter. (2023) Measuring university students’ ability to recognize argument structures and fallacies. Frontiers in Psychology 14.
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Gila Shilo & Noa Ragonis. (2023) Students' abilities to formulate exhaustive titles as a key to comprehending arguments. International Journal of Applied Linguistics 33:2, pages 132-149.
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Hannes Münchow, Simon P. Tiffin-Richards, Lorena Fleischmann, Stephanie Pieschl & Tobias Richter. (2023) Promoting students’ argument comprehension and evaluation skills: Implementation of two training interventions in higher educationFörderung des Verstehens und Bewertens von Argumenten: Implementierung zweier Trainingsinterventionen in der Hochschulbildung. Zeitschrift für Erziehungswissenschaft.
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Tsukasa Hirashima, Takuya Kitamura, Tomohiro Okinaga, Reo Nagasawa & Yusuke Hayashi. 2023. Human Interface and the Management of Information. Human Interface and the Management of Information
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Miika Marttunen & Carita Kiili. (2022) Supporting university students’ argumentative source-based writing. Written Language & Literacy Written Language and Literacy 25:2, pages 228-252.
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Xavier Fazio, Tiffany L. Gallagher & Collen DeKlerk. (2022) Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts. International Journal of Science and Mathematics Education 20:S1, pages 93-116.
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Tricia A. Guerrero, Thomas D. Griffin & Jennifer Wiley. (2021) I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts. Metacognition and Learning 17:2, pages 337-373.
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Minkyung Choi & Joseph N. Todaro. (2022) From Considerate to Challenging Texts: A Four‐Tiered Text Approach to Thematic Reading. Journal of Adolescent & Adult Literacy 65:6, pages 457-467.
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Stelios A. Christodoulou & Irene-Anna N. Diakidoy. (2020) The contribution of argument knowledge to the comprehension and critical evaluation of argumentative text. Contemporary Educational Psychology 63, pages 101903.
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Hannes Münchow, Tobias Richter, Sarah von der Mühlen, Sebastian Schmid, Katherine E. Bruns & Kirsten Berthold. (2020) Verstehen von Argumenten in wissenschaftlichen Texten. Diagnostica 66:2, pages 136-145.
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Sarah von der Mühlen, Tobias Richter, Sebastian Schmid & Kirsten Berthold. (2018) How to improve argumentation comprehension in university students: experimental test of a training approach. Instructional Science 47:2, pages 215-237.
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Tobias Richter & Johanna Maier. (2018) Verstehen kontroverser wissenschaftlicher Themen. Psychologische Rundschau 69:3, pages 151-159.
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Timo Salminen & Miika Marttunen. (2018) Defending either a personal or an assigned standpoint. Journal of Argumentation in Context 7:1, pages 72-100.
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Irene-Anna N. Diakidoy, Melina C. Ioannou & Stelios A. Christodoulou. (2017) Reading argumentative texts: comprehension and evaluation goals and outcomes. Reading and Writing 30:9, pages 1869-1890.
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Kuang-Hung Chiang, Cheng-Yu Fan, Hsiao-Hung Liu & Gwo-Dong Chen. (2015) Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension. Multimedia Tools and Applications 75:16, pages 9973-9990.
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Michael Tengberg & Christina Olin-Scheller. (2016) Developing Critical Reading of Argumentative Text: Effects of a Comprehension Strategy Intervention. Journal of Language Teaching and Research 7:4, pages 635.
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M. Anne Britt, Kristopher J. Kopp, Amanda M. Durik, Dylan Blaum & Peter Hastings. (2016) Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation. Zeitschrift für Pädagogische Psychologie 30:2-3, pages 79-95.
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Irene‐Anna N. Diakidoy, Stelios A. Christodoulou, Georgios Floros, Kalypso Iordanou & Philip V. Kargopoulos. (2015) Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text. British Journal of Educational Psychology 85:3, pages 300-315.
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Paul Deane & Yi Song. (2014) A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills. Psicología Educativa 20:2, pages 99-108.
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Carita Kiili. (2012) Argument graph as a tool for promoting collaborative online reading. Journal of Computer Assisted Learning 29:3, pages 248-259.
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JoAnne Neff-van Aertselaer. (2013) Contextualizing EFL argumentation writing practices within the Common European Framework descriptors. Journal of Second Language Writing 22:2, pages 198-209.
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Ali R. Abasi. (2012) The pedagogical value of intercultural rhetoric: A report from a Persian-as-a-foreign-language classroom. Journal of Second Language Writing 21:3, pages 195-220.
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Martin Davies. (2012) Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking. International Journal of Learning and Media 4:3-4, pages 79-84.
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Hugo Mercier & Dan Sperber. (2011) Argumentation: Its adaptiveness and efficacy. Behavioral and Brain Sciences 34:2, pages 94-111.
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Christopher R. Wolfe. (2011) Some empirical qualifications to the arguments for an argumentative theory. Behavioral and Brain Sciences 34:2, pages 92-93.
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Keiichi Kobayashi. (2008) Comprehension of relations among controversial texts: effects of external strategy use. Instructional Science 37:4, pages 311-324.
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Carita Kiili, Leena Laurinen & Miika Marttunen. 2009. Handbook of Research on New Media Literacy at the K-12 Level. Handbook of Research on New Media Literacy at the K-12 Level
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Paul Deane, Nora Odendahl, Thomas Quinlan, Mary Fowles, Cyndi Welsh & Jennifer Bivens‐Tatum. (2014) COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL. ETS Research Report Series 2008:2.
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