404
Views
10
CrossRef citations to date
0
Altmetric
Original Articles

Readers' Use of Online Discrepancy Resolution Strategies

Pages 107-136 | Received 20 Dec 2010, Published online: 19 Mar 2012

REFERENCES

  • Alvermann , D. E. and Hague , S. A. 1989 . Comprehension of counterintuitive science text: Effects of prior knowledge and text structure . Journal of Educational Research , 82 : 197 – 202 .
  • Alvermann , D. E. and Hynd , C. R. 1989 . Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics . Journal of Educational Research , 83 : 97 – 102 .
  • Ariasi , N. and Mason , L. 2011 . Uncovering the effect of text structure in learning from a science text: An eye-tracking study . Instructional Science , 39 : 581 – 601 .
  • Azevedo , R. and Cromley , J. G. 2004 . Does training on self-regulated learning facilitate students' learning with hypermedia? . Journal of Educational Psychology , 96 : 523 – 535 .
  • Braasch , J. L. G. and Goldman , S. R. 2010 . The role of prior knowledge in learning from analogies in science texts . Discourse Processes , 47 : 447 – 479 .
  • Carey , S. 1985 . Conceptual change in childhood. Cambridge , MA : Bradford Books/MIT Press. .
  • Carey , S. 1991 . “ Knowledge acquisition: Enrichment or conceptual change?. ” . In The epigenesis of mind Edited by: Carey , S. and Gelman , R. 257 – 291 . Hillsdale , NJ : Lawrence Erlbaum Associates. .
  • Chambliss , M. J. 2002 . “ The characteristics of well-designed science textbooks. ” . In The psychology of science text comprehension Edited by: Otero , J. , Leon , J. A. and Graesser , A. C. 1 – 15 . Mahwah , NJ : Lawrence Erlbaum Associates. .
  • Chi , M. T. H. 2005 . Common sense conceptions of emergent processes: Why some misconceptions are robust . Journal of the Learning Sciences , 14 : 161 – 199 .
  • Chi , M. T. H. 2008 . “ Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. ” . In Handbook of research on conceptual change Edited by: Vosniadou , S. 61 – 82 . Hillsdale , NJ : Lawrence Erlbaum Associates. .
  • Chinn , C. A. and Brewer , W. F. 1993 . The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction . Review of Educational Research , 63 : 1 – 49 .
  • Chinn , C. A. and Brewer , W. F. 1998 . An empirical test of a taxonomy of responses to anomalous data in science . Journal of Research in Science Teaching , 35 : 623 – 654 .
  • Chinn , C. A. and Malhotra , B. A. 2002 . Children's responses to anomalous scientific data: How is conceptual change impeded? . Journal of Educational Psychology , 94 : 327 – 343 .
  • Coté , N. , Goldman , S. R. and Saul , E. U. 1998 . Students making sense of informational text: Relations between processing and representation . Discourse Processes , 25 : 1 – 53 .
  • Creswell , J. W. and Plano Clark , V. L. 2007 . Designing and conducting mixed methods research Thousand Oaks , CA : Sage. .
  • Diakidoy , I. N. , Kendeou , P. and Ioannides , C. 2003 . Reading about energy: The effects of text structure in science learning and conceptual change . Contemporary Educational Psychology , 28 : 335 – 356 .
  • Dole , J. A. 2000 . Readers, texts, and conceptual change . Reading and Writing Quarterly , 16 : 99 – 118 .
  • Ecker , U. K. H. , Lewandowsky , S. and Apai , J. 2010 . Terrorists brought down the plane!—No, actually it was a technical fault: Processing corrections of emotive information . Quarterly Journal of Experimental Psychology , 64 : 283 – 310 .
  • Ecker , U. K. H. , Lewandowsky , S. and Tang , D. T. W. 2010 . Explicit warnings reduce but do not eliminate the continued influence of misinformation . Memory & Cognition , 38 : 1087 – 1100 .
  • Ericsson , K. A. and Simon , H. A. 1993 . Protocol Analysis: Verbal reports as data Cambridge , MA : MIT Press. .
  • Graesser , A. C. , McNamara , D. S. and VanLehn , K. 2005 . Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART . Educational Psychologist , 40 : 225 – 234 .
  • Graesser , A. C. , Singer , M. and Trabasso , T. 1994 . Constructing inferences during narrative text comprehension . Psychological Review , 101 : 371 – 395 .
  • Guzzetti , B. J. 2000 . Learning counter-intuitive science concepts: What have we learned from over a decade of research? . Reading and Writing Quarterly , 16 : 89 – 98 .
  • Guzzetti , B. J. , Snyder , T. E. , Glass , G. V. and Gamas , W. S. 1993 . Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education . Reading Research Quarterly , 28 : 116 – 159 .
  • Guzzetti , B. J. , Williams , W. O. , Skeels , S. A. and Wu , S. M. 1997 . Influence of text structure on learning counterintuitive physics concepts . Journal of Research in Science Teaching , 34 : 701 – 719 .
  • Hynd , C. E. 2001 . Refutational texts and the change process . International Journal of Educational Research , 35 : 699 – 714 .
  • Hynd , C. R. , McWhorter , J. Y. , Phares , V. L. and Suttles , C. W. 1994 . The role of instructional variables in conceptual change in high school physics topics . Journal of Research in Science Teaching , 31 : 933 – 946 .
  • Igo , L. B. , Bruning , R. H. and Riccomini , P. J. 2009 . Should middle school students with learning problems copy and paste notes from the Internet? Mixed methods evidence of study barriers . Research on Middle Level Education Online , 33 : 1 – 10 .
  • Kendeou , P. , Muis , K. R. and Fulton , S. 2011 . Reader and text factors in reading comprehension processes . Journal of Research in Reading , 34 : 365 – 383 .
  • Kendeou , P. and van den Broek , P. 2007 . The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts . Memory & Cognition , 35 : 1567 – 1577 .
  • Magliano , J. P. , Trabasso , T. and Graesser , A. C. 1999 . Strategic processes during comprehension . Journal of Educational Psychology , 91 : 615 – 629 .
  • Maria , K. and MacGinitie , W. 1987 . Learning from texts that refute the reader's prior knowledge . Reading Research and Instruction , 26 : 222 – 238 .
  • Mason , L. , Gava , M. and Boldrin , A. 2008 . On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest . Journal of Educational Psychology , 100 : 291 – 309 .
  • O'Reilly , T. and Sheehan , K. M. 2009 . Cognitively based assessment of, for, and as learning: A framework for assessing reading competency (RR-09–26). Princeton , NJ : Educational Testing Service. .
  • Özdemir , G. and Clark , D. B. 2007 . An overview of conceptual change theories . Eurasia Journal of Mathematics, Science, & Technology Education , 3 : 351 – 361 .
  • Ozuru , Y. , Briner , S. , Best , R. and McNamara , D. S. 2010 . Contributions of self-explanation to comprehension of high- and low-cohesion texts . Discourse Processes , 47 : 641 – 667 .
  • Shank , G. D. 2006 . Qualitative research: A personal skills approach, , 2nd ed. Upper Saddle River , NJ : Pearson Education. .
  • Snow , C. 2002 . Reading for understanding: Toward an R&D program in reading comprehension. Arlington , VA : Rand Corporation. .
  • Teddlie , C. and Yu , F. 2007 . Mixed methods sampling: A typology with examples . Journal of Mixed Methods Research , 1 : 77 – 100 .
  • Trabasso , T. and Magliano , J. P. 1996 . Conscious understanding during comprehension . Discourse Processes , 21 : 255 – 287 .
  • Van den Broek , P. and Kendeou , P. 2008 . Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions . Applied Cognitive Psychology , 22 : 335 – 351 .
  • Wang , T. and Andre , T. 1991 . Conceptual change text versus traditional text and application questions versus no questions in learning about electricity . Contemporary Educational Psychology , 16 : 103 – 116 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.