Citations (91)
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Mariya A. Yukhymenko-Lescroart, Susan R. Goldman, Kimberly A. Lawless, James W. Pellegrino & Cynthia R. Shanahan. (2022) Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach. Educational Psychology 42:5, pages 549-566.
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Linda Ekström & Cecilia Lundholm. (2021) ‘How Much Politics Is There’? Exploring Students’ Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education 17:sup1, pages 616-633.
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Iris Tabak. (2020) Post-truth GPS: Detour at truth, take the long route to useful knowledge. Educational Psychologist 55:3, pages 181-186.
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Fabian Lang, Yvonne Kammerer, Kerstin Oschatz, Kathleen Stürmer & Peter Gerjets. (2020) The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education 42:3, pages 350-371.
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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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Emily Grossnickle Peterson & Patricia A. Alexander. (2020) Navigating Print and Digital Sources: Students’ Selection, Use, and Integration of Multiple Sources Across Mediums. The Journal of Experimental Education 88:1, pages 27-46.
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Johanna Paul, Marc Stadtler & Rainer Bromme. (2019) Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students’ Use of Source Information. Discourse Processes 56:2, pages 155-169.
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Alexandra List & Patricia A. Alexander. (2019) Toward an Integrated Framework of Multiple Text Use. Educational Psychologist 54:1, pages 20-39.
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Eva Wennås Brante. (2019) A multiple-case study on students’ sourcing activities in a group task. Cogent Education 6:1.
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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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Ivar Bråten, Krista R. Muis & Alina Reznitskaya. (2017) Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist 52:4, pages 253-269.
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Alexandra List & Patricia A. Alexander. (2017) Cognitive Affective Engagement Model of Multiple Source Use. Educational Psychologist 52:3, pages 182-199.
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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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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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Susan R. Goldman, M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI. (2016) Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2, pages 219-246.
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William A. Sandoval, Beate Sodian, Susanne Koerber & Jacqueline Wong. (2014) Developing Children's Early Competencies to Engage With Science. Educational Psychologist 49:2, pages 139-152.
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Iris Tabak & Ilana Dubovi. (2023) What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19. Science Education 107:5, pages 1071-1100.
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Stephan Schicker & Jürgen Ehrenmüller. (2023) Sourcing-Prozesse und die Schneckenstreichler_innen von Idaho City. Ein didaktisches Setting zum Training von Kompetenzen im Umgang mit Fake News. AUC PHILOLOGICA 2022:3, pages 135-161.
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Sabina Rak Neugebauer, Insook Han, Ken A. Fujimoto & Emmaline Ellis. (2022) Using National Data to Explore Online and Offline Reading Comprehension Processes. Reading Research Quarterly 57:3, pages 1021-1047.
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Alexandra List, Hongcui Du & Hye Yeon Lee. (2020) How do students integrate multiple texts? An investigation of top-down processing. European Journal of Psychology of Education 36:3, pages 599-626.
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Honglin Chen, Helen Lewis & Debra Myhill. (2021) Fostering critical reasoning: Developing argumentative competence in early and middle primary years. The Australian Journal of Language and Literacy 44:2, pages 46-61.
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Jonas Dora, Madelon van Hooff, Sabine Geurts, Michiel Kompier & Erik Bijleveld. (2020) Labor/leisure decisions in their natural context: The case of the smartphone. Psychonomic Bulletin & Review 28:2, pages 676-685.
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