Citations (98)
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Yuan-Hsuan Lee & Huang-Yao Hong. (2023) Examining Taiwanese university students’ multimodal multiple text comprehension: individual differences and epistemic prompting. Interactive Learning Environments 31:9, pages 6035-6053.
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Franco Londra & Gastón Saux. (2023) The effect of document source trustworthiness on the evaluation and strategic use of embedded sources when reading health information online. Reading Psychology 44:6, pages 623-648.
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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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Lin Guo. (2023) The Effects of the Format and Frequency of Prompts on Source Evaluation and Multiple-Text Comprehension. Reading Psychology 44:4, pages 358-387.
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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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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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Alexandra List, Hongcui Du & Hye Yeon Lee. (2021) Examining Relation Formation Across Consistent and Conflicting Texts. Discourse Processes 58:2, pages 134-154.
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Brian A. Zaboski & David J. Therriault. (2020) Faking science: scientificness, credibility, and belief in pseudoscience. Educational Psychology 40:7, pages 820-837.
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Anna Potocki, Guillaume de Pereyra, Christine Ros, Mônica Macedo-Rouet, Marc Stadtler, Ladislao Salmerón & Jean-François Rouet. (2020) The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones). Journal for the Study of Education and Development 43:1, pages 19-59.
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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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Johanna Paul, Raquel Cerdán, Jean-François Rouet & Marc Stadtler. (2018) Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado. Journal for the Study of Education and Development 41:3, pages 536-580.
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Alexandra List & Patricia A. Alexander. (2018) Corroborating students’ self-reports of source evaluation. Behaviour & Information Technology 37:3, pages 198-216.
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Jason L. G. Braasch & Ivar Bråten. (2017) The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence. Educational Psychologist 52:3, pages 167-181.
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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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Elisabeth Stang Lund, Ivar Bråten, Eva W. Brante & Helge I. Strømsø. (2017) Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts. Reading Psychology 38:4, pages 417-437.
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Alexandra List, Patricia A. Alexander & Lori A. Stephens. (2017) Trust But Verify: Examining the Association Between Students' Sourcing Behaviors and Ratings of Text Trustworthiness. Discourse Processes 54:2, pages 83-104.
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Alexandra List, Emily M. Grossnickle & Patricia A. Alexander. (2016) Profiling Students’ Multiple Source Use by Question Type. Reading Psychology 37:5, pages 753-797.
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Yvonne Kammerer, Eva Kalbfell & Peter Gerjets. (2016) Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information. Discourse Processes 53:5-6, pages 430-456.
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Leila E. Ferguson. (2015) Epistemic Beliefs and Their Relation to Multiple-Text Comprehension: A Norwegian Program of Research. Scandinavian Journal of Educational Research 59:6, pages 731-752.
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Ivar Bråten, Jason L. G. Braasch, Helge I. Strømsø & Leila E. Ferguson. (2015) Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology 36:4, pages 315-349.
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Effie Maclellan. (2015) Updating understandings of ‘teaching’: taking account of learners' and teachers' beliefs. Teaching in Higher Education 20:2, pages 171-182.
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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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Marc Stadtler, Lisa Scharrer, Timo Skodzik & Rainer Bromme. (2014) Comprehending Multiple Documents on Scientific Controversies: Effects of Reading Goals and Signaling Rhetorical Relationships. Discourse Processes 51:1-2, pages 93-116.
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Marc Stadtler & Rainer Bromme. (2013) Multiple Document Comprehension: An Approach to Public Understanding of Science. Cognition and Instruction 31:2, pages 122-129.
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Articles from other publishers (74)
Vanessa W. Vongkulluksn, Christina Nishiyama, Monica Ceja Rodriguez & E. Michael Nussbaum. (2023) Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts. Contemporary Educational Psychology 75, pages 102229.
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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix & Franck Amadieu. (2023) Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos. Instructional Science.
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Alexandra List & Yuting Sun. (2023) To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. Educational Psychology Review 35:2.
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Corinna Schuster, Maria Alef, Marcel Mierwald, Nicola Brauch & Marc Stadtler. (2023) Metacomprehension in Multiple Document Reading. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 55:2-3, pages 123-135.
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Carla Almeida, Mônica Macedo-Rouet, Vanessa Brasil de Carvalho, Washington Castilhos, Marina Ramalho, Luís Amorim & Luisa Massarani. (2022) When does credibility matter? The assessment of information sources in teenagers navigation regimes. Journal of Librarianship and Information Science 55:1, pages 218-231.
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Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen, Minna Lakkala, Liisa Ilomäki, Auli Toom & Miika Marttunen. (2022) Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most. Instructional Science 51:1, pages 135-163.
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Eva Engelen & Alexandra Budke. (2022) Promoting geographic internet searches and subsequent argumentation using an Open Educational Resource. Computers and Education Open 3, pages 100090.
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Evelyn Eika & Frode Eika Sandnes. (2022) Starstruck by journal prestige and citation counts? On students’ bias and perceptions of trustworthiness according to clues in publication references. Scientometrics 127:11, pages 6363-6390.
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Christian Tarchi, Ruth Villalón & Elena Lamanda. (2022) Investigating the effect of thinking dispositions on source-based writing: A randomized control trial. Thinking Skills and Creativity, pages 101128.
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Vidya Patwardhan, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava & Kartikeya Bolar. (2023) Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility. F1000Research 11, pages 1038.
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Vidya Patwardhan, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava & Kartikeya Bolar. (2022) Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility. F1000Research 11, pages 1038.
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Lucia Mason, Angelica Moè, Maria Caterina Tornatora & Angelica Ronconi. 2022. Psychology, Learning, Technology. Psychology, Learning, Technology
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Carita Kiili, Elena Forzani, Eva Wennås Brante, Eija Räikkönen & Miika Marttunen. (2021) Sourcing on the internet: Examining the relations among different phases of online inquiry. Computers and Education Open 2, pages 100037.
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Reese Butterfuss & Panayiota Kendeou. (2021) KReC-MD: Knowledge Revision with Multiple Documents. Educational Psychology Review 33:4, pages 1475-1497.
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Gaston Saux, Mary Anne Britt, Nicolas Vibert & Jean‐François Rouet. (2021) Building mental models from multiple texts: How readers construct coherence from inconsistent sources. Language and Linguistics Compass 15:3.
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Stephanie Pieschl & Deborah Sivyer. (2021) Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs. Computers & Education 160, pages 104038.
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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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Raquel Cerdán & Maria del Carmen Marín. (2019) The Role of General and Selective Task Instructions on Students’ Processing of Multiple Conflicting Documents. Frontiers in Psychology 10.
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