Students’ epistemic worldview preferences predict selective recall across History and Physics texts

References

• Altman, I., & Rogoff, B. (1987). World views in psychology: Trait, interactional, organismic, and transactional perspectives. In D. Stokols & I. Altman (Eds.), Handbook of environmental psychology (pp. 7–40). New York, NY: Wiley.
   Google Scholar
• Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367–381.10.3102/00028312014004367
   Web of Science ®Google Scholar
• Babbage, D. R., & Ronan, K. R. (2000). Philosophical worldview and personality factors in traditional and social scientists: Studying the world in our own image. Personality and Individual Differences, 28, 405–420.10.1016/S0191-8869(99)00117-8
   Web of Science ®Google Scholar
• Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612–637.10.1037/0033-2909.128.4.612
   PubMed Web of Science ®Google Scholar
• Bartlett, F. C. (1932). Remembering. Cambridge, MA: The University Press.
   Google Scholar
• Bendixen, L. D., & Feucht, F. C. (Eds.). (2010). Personal epistemology in the classroom: Theory, research, and implications for practices. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Bransford, J. D., Nitsch, K. E., & Franks, J. J. (1977). Schooling and the facilitation of knowing. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 31–55). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38, 635–657.10.1007/s11251-008-9091-4
   Web of Science ®Google Scholar
• Bromme, R., Kienhues, D., & Stahl, E. (2008). Knowledge and epistemological beliefs: An intimate but complicated relationship. In M. S. Khine (Ed.), Knowing, knowledge and beliefs (pp. 423–441). New York, NY: Springer.10.1007/978-1-4020-6596-5
   Google Scholar
• Brownlee, J., Schraw, G., & Berthelsen, D. (Eds.). (2011). Personal epistemology and teacher education. New York, NY: Routledge.
   Google Scholar
• Chi, M. T. H., & VanLehn, K. A. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177–188.10.1080/00461520.2012.695709
   Web of Science ®Google Scholar
• Cooper, C. R. (1987). Conceptualizing research on adolescent development in the family: Four root metaphors. Journal of Adolescent Research, 2, 321–330.10.1177/074355488723010
   Google Scholar
• Dewey, J., & Bentley, A. F. (1949). Knowing and the known. Boston, MA: Beacon.
   Google Scholar
• Engle, R. A. (2012). The resurgence of research into transfer: An introduction to the final articles of the transfer strand. Journal of the Learning Sciences, 21, 347–352.10.1080/10508406.2012.707994
   Web of Science ®Google Scholar
• Fontana, A. F., Dowds, B. N., & Bethel, M. H. (1976). A.A. and group therapy for alcoholics: An application of the world hypotheses scale. Journal of Studies on Alcohol, 37, 675–682.
   PubMed Web of Science ®Google Scholar
• Forsyth, B. R. (2012). Beyond physics: A case for far transfer. Instructional Science, 40, 515–535.10.1007/s11251-011-9188-z
   Web of Science ®Google Scholar
• Frary, R. B. (1982). A simulation study of reliability and validity of multiple-choice test scores under six response-scoring modes. Journal of Educational Statistics, 7, 333–351.
   Google Scholar
• French, J. W., Ekstrom, R. B., & Price, L. A. (1976). Kit of reference tests for cognitive factors. Princeton, NJ: Educational Testing Service.
   Google Scholar
• Germer, C. K., Efran, J. S., & Overton, W. F. (1982). The organicism-mechanism paradigm inventory: Toward the measurement of metaphysical assumptions. Paper presented at the annual meeting of the Eastern Psychological Association, Baltimore, MD.
   Google Scholar
• Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142–160.10.1080/00461520802178458
   Web of Science ®Google Scholar
• Hammer, D., & Elby, A. (2002). On the form of personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Harris, M., Fontana, A. F., & Dowds, B. N. (1977). The world hypotheses scale: Rationale, reliability and validity. Journal of Personality Assessment, 41, 537–547.10.1207/s15327752jpa4105_13
   PubMed Web of Science ®Google Scholar
• Hartshorne, C. (1954). Whitehead’s philosophy of reality as socially structured process. Chicago Review, 8, 66–77.
   Google Scholar
• Hayes, S. C., Hayes, L. J., & Reese, H. W. (1988). Finding the philosophical core: A review of Stephen C. Pepper’s world hypotheses: A study in evidence. Journal of the Experimental Analysis of Behavior, 50, 97–111.10.1901/jeab.1988.50-97
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.10.1006/ceps.1999.1026
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychological beliefs about knowledge and knowing (pp. 3–14). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.10.3102/00346543067001088
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
   Google Scholar
• Hofer, B. K., & Sinatra, G. M. (2010). Epistemology, metacognition, and self-regulation: Musings on an emerging field. Metacognition and Learning, 5, 113–120.10.1007/s11409-009-9051-7
   Web of Science ®Google Scholar
• Johnson, J. A. (1987). Toward valid measurement of Stephen Pepper’s world hypotheses. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.
   Google Scholar
• Johnson, J. A., Germer, C. K., Efran, J. S., & Overton, W. F. (1988). Personality as the basis for theoretical predilections. Journal of Personality and Social Psychology, 55, 824–835.10.1037/0022-3514.55.5.824
   PubMed Web of Science ®Google Scholar
• Kilbourne, B. (1974). Identifying world views projected by science teaching materials: A case study using Pepper’s world hypotheses to analyze a biology textbook (PhD dissertation). University of Toronto, Toronto.
   Google Scholar
• Kitchner, K. S. (1983). Cognition, metacognition, and epistemic cognition. Human Development, 26, 222–232.10.1159/000272885
   Web of Science ®Google Scholar
• Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of General Psychology, 8, 3–58.10.1037/1089-2680.8.1.3
   Web of Science ®Google Scholar
• Kramer, D. A., Kahlbaugh, P. E., & Goldston, R. B. (1992). A measure of paradigm beliefs about the social world. Journal of Gerontology, 47, P180–P189.10.1093/geronj/47.3.P180
   PubMedGoogle Scholar
• Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309–328.10.1016/S0885-2014(00)00030-7
   Web of Science ®Google Scholar
• Lewis, M. D. (2000). The promise of dynamic systems approaches for an integrated account of human development. Child Development, 71, 36–43.10.1111/cdev.2000.71.issue-1
   PubMed Web of Science ®Google Scholar
• Limon, M. (2006). The domain generality–specificity of epistemological beliefs: A theoretical problem, a methodological problem or both? International Journal of Educational Research, 45, 7–27.10.1016/j.ijer.2006.08.002
   Google Scholar
• Lobato, J., Rhodehamel, B., & Hohensee, C. (2012). ‘Noticing’ as an alternative transfer of learning process. Journal of the Learning Sciences, 21, 433–482.10.1080/10508406.2012.682189
   Web of Science ®Google Scholar
• Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57–68.10.1207/s15326985ep3901_6
   Web of Science ®Google Scholar
• Lyddon, W. J. (1989). Root metaphor theory: A philosophical framework for counseling and psychotherapy. Journal of Counseling & Development, 67, 442–448.10.1002/j.1556-6676.1989.tb02113.x
   Web of Science ®Google Scholar
• Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2013). Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science, 41, 49–79.10.1007/s11251-012-9210-0
   Web of Science ®Google Scholar
• Mason, L., & Bromme, R. (Eds.). (2010). Metacognition and learning (Vol. 5). New York, NY: Springer.
   Google Scholar
• Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190.10.1080/00461520701416306
   Web of Science ®Google Scholar
• Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177–208.10.1016/j.cedpsych.2006.10.012
   Web of Science ®Google Scholar
• Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54.10.1007/s10648-006-9003-6
   Web of Science ®Google Scholar
• Muis, K. R., & Franco, G. M. (2010). Epistemic profiles and metacognition: Support for the consistency hypothesis. Metacognition and Learning, 5, 27–45.10.1007/s11409-009-9041-9
   Web of Science ®Google Scholar
• Overton, W. F. (1984). World views and their influence on psychological theory and research: Kuhn–Lakatos–Laudan. In H. W. Reese (Ed.), Advances in child development and behavior (pp. 191–291). Orlando, FL: Academic Press.
   Google Scholar
• Pepper, S. C. (1942). World hypotheses: A study in evidence. Berkeley: University of California Press.
   Google Scholar
• Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47, 248–258.10.1080/00461520.2012.693354
   Web of Science ®Google Scholar
• Piaget, J. (1936). The origins of intelligence in children. New York, NY: International Universities Press.
   Google Scholar
• Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309–315.10.1037/0022-0663.69.4.309
   Web of Science ®Google Scholar
• Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389–414). Mahwah, NJ: Erlbaum.
   Google Scholar
• Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29, 37–48.10.1207/s15326985ep2901_4
   Web of Science ®Google Scholar
• Proper, H. (1982). Identifying world views projected by teachers’ classroom discourse using Kilbourne’s analytical scheme based on Pepper’s world hypotheses (MA thesis). Simon Fraser University, Burnaby, British Columbia.
   Google Scholar
• Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, 16–20.10.1037/0022-0663.80.1.16
   Web of Science ®Google Scholar
• Richter, T., & Schmid, S. (2010). Epistemological beliefs and epistemic strategies in self-regulated learning. Metacognition and Learning, 5, 47–65.10.1007/s11409-009-9038-4
   Web of Science ®Google Scholar
• Rowley, G. L., & Traub, R. E. (1977). Formula scoring, number-right scoring, and test-taking strategy. Journal of Educational Measurement, 14, 15–22.10.1111/jedm.1977.14.issue-1
   Web of Science ®Google Scholar
• Royce, J. R. (1967). Metaphoric knowledge and humanistic psychology. In J. T. F. Bugental (Ed.), Challenges of humanistic psychology (pp. 21–28). New York, NY: McGraw-Hill.
   Google Scholar
• Royce, J. R. (1978). Three ways of knowing and the scientific world view. Methodology and Science, 11, 146–164.
   Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.10.1037/0022-0663.82.3.498
   Web of Science ®Google Scholar
• Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 293–319.10.1007/BF02213418
   Web of Science ®Google Scholar
• Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103–118). Mahwah, NJ: Erlbaum.
   Google Scholar
• Schommer-Aikins, M., Duell, O., & Barker, S. (2003). Epistemological beliefs across domains using Biglan’s classification of academic disciplines. Research in Higher Education, 44, 347–366.10.1023/A:1023081800014
   Web of Science ®Google Scholar
• Schraw, G. (2013). Conceptual integration and measurement of epistemological and ontological beliefs in educational research. ISRN Education, 2013, 1–19. doi:10.1155/2013/32768010.1155/2013/327680
   Google Scholar
• Schraw, G., & Olafson, L. (2002). Teachers’ epistemological world views and educational practices. Journal of Cognitive Education and Psychology, 3, 178–235.
   Google Scholar
• Schraw, G., & Olafson, L. (2008). Assessing teachers’ epistemological and ontological worldviews. In M. S. Khine (Ed.), Knowing, knowledge and beliefs (pp. 25–44). New York, NY: Springer.10.1007/978-1-4020-6596-5
   Google Scholar
• Shank, R. C., & Abelson, R. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Spiro, R. J., Feltovich, P., & Coulson, R. (1996). Two epistemic world-views: Prefigurative schemas and learning in complex domains. Applied Cognitive Psychology, 10, 51–61.10.1002/(ISSN)1099-0720
   Web of Science ®Google Scholar
• Super, C. M., & Harkness, S. (2003). The metaphors of development. Human Development, 46, 3–23.10.1159/000067782
   Web of Science ®Google Scholar
• Tudge, J. R. H., & Winterhoff, P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36, 61–81.10.1159/000277297
   Web of Science ®Google Scholar
• White, H. (1973). Metahistory. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar