References
- Bates, D., Machler, M., Bolker, B. M., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/https://doi.org/10.18637/jss.v067.i01
- Bohn-Gettler, C. M. (2019). Getting a grip: The PET framework for studying how reader emotions influence comprehension. Discourse Processes, 56(5–6), 386–401. https://doi.org/https://doi.org/10.1080/0163853X.2019.1611174
- Bohn-Gettler, C. M., & Kendeou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206–219. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.05.003
- Bohn-Gettler, C. M., & McCrudden, M. T. (2018). Effects of task relevance instructions and topic beliefs on reading processes and memory. Discourse Processes, 55(4), 410–431. https://doi.org/https://doi.org/10.1080/0163853X.2017.1292824
- Bohn-Gettler, C. M., & Rapp, D. N. (2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology, 103(3), 562–577. https://doi.org/https://doi.org/10.1037/a0023458
- Bohn-Gettler, C. M., & Rapp, D. N. (2014). Emotions in reading and writing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of Emotions in Education (pp. 437–457). Taylor and Francis.
- Clark, H. H. (1996). Common groud using language. Cambridge University Press.
- Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt, Brace, Javanovich.
- Edwards, K., & Smith, E. E. (1996). A disconfirmation bias in the evaluation of arguments. Journal of Personality and Social Psychology, 71(1), 5–24. https://doi.org/https://doi.org/10.1037/0022-3514.71.1.5
- Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. The MIT Press.
- Fiedler, K., & Beier, S. (2014). Affect and cognitive processing in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 36–55). Taylor & Francis.
- Forgas, J. P. (1995). Mood and judgment: The affect infusion model (AIM). Psychological Bulletin, 117(1), 39–66. https://doi.org/https://doi.org/10.1037/0033-2909.117.1.39
- Forgas, J. P. (2001). The Affect Infusion Model (AIM): An integrative theory of mood effects on cognition and judgments. In L. L. Martin & G. L. Clore (Eds), Theories of mood and cognition: A user's guidebook (pp. 99–134). Taylor & Francis.
- Handley, I. M., Lassiter, G. D., Nickell, E. F., & Herchenroeder, L. M. (2004). Affect and automatic mood maintenance. Journal of Experimental Social Psychology, 40(1), 106–112. https://doi.org/https://doi.org/10.1016/S0022-1031(03)00086-6
- Hart, W., Albarracín, D., Eagly, A. H., Brechan, I., Lindberg, M. J., & Merrill, L. (2009). Feeling validated versus being correct: A meta-analysis of selective exposure to information. Psychological Bulletin, 135(4), 555–588. https://doi.org/https://doi.org/10.1037/a0015701
- Huntsinger, J. R., Clore, G. L., & Bar-Anan, Y. (2010). Mood and global-local focus: Priming a local focus reverses the link between mood and global-local processing. Emotion, 10(5), 722–726. https://doi.org/https://doi.org/10.1037/a0019356
- Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52(6), 1122–1131. https://doi.org/https://doi.org/10.1037/0022-3514.52.6.1122
- Kaakinen, J. K., & Hyönä, J. (2005). Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking, and recalls. Discourse Processes, 40(3), 239–257. https://doi.org/https://doi.org/10.1207/s15326950dp4003_4
- Kaakinen, J. K., & Hyönä, J. (2011). Online processing of and memory for perspective relevant and irrelevant text information. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 223–242). Information Age Publishing.
- Kardash, C. M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates’ cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92(3), 524–535. https://doi.org/https://doi.org/10.1037/0022-0663.92.3.524
- Kendeou, P., Bohn-Gettler, C. M., & Fulton, S. (2011). What we have been missing: The role of goals in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 375–394). Information Age Publishing.
- Kendeou, P., Bohn-Gettler, C. M., White, M. J., & van den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259–272. https://doi.org/https://doi.org/10.1111/j.1467-9817.2008.00370.x
- Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2017). lmerTest package: Tests in linear mixed effects models. Journal of Statistical Software, 82(13), 1–26. https://doi.org/https://doi.org/10.18637/jss.v082.i13
- Larsen, J. T., McGraw, A. P., & Cacioppo, J. T. (2001). Can people feel happy and sad at the same time? Journal of Personality and Social Psychology, 81(4), 684–696. https://doi.org/https://doi.org/10.1037/0022-3514.81.4.684
- Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46(8), 819–834. https://doi.org/https://doi.org/10.1037/0003-066X.46.8.819
- Magliano, J. P., & Graesser, A. C. (1991). A three-pronged approach for studying inference generation in literary text. Poetics, 20(3), 193–232. https://doi.org/https://doi.org/10.1016/0304-422X(91)90007-C
- Maier, J., & Richter, T. (2016). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of Psychology of Education, 31(4), 479–497. https://doi.org/https://doi.org/10.1007/s10212-015-0270-9
- McCrudden, M. T., & Barnes, A. (2016). Differences in student reasoning about belief-relevant arguments: A mixed methods study. Metacognition and Learning, 11(3), 275–303. https://doi.org/https://doi.org/10.1007/s11409-015-9148-0
- McCrudden, M. T., Barnes, A., McTigue, E. M., Welch, C., & MacDonald, E. (2017). The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments. Thinking & Reasoning, 23(2), 115–133. https://doi.org/https://doi.org/10.1080/13546783.2016.1234411
- McCrudden, M. T., Magliano, J. P., & Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals, and text processing: A mixed methods study. Contemporary Educational Psychology, 35(4), 229–241. https://doi.org/https://doi.org/10.1016/j.cedpsych.2009.12.001
- McCrudden, M. T., & McTigue, E. M. (2019). Implementing integration in an explanatory sequential mixed methods study of belief bias about climate change with high school students. Journal of Mixed Methods Research, 13(3), 381–400. https://doi.org/https://doi.org/10.1177/1558689818762576
- McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113–139. https://doi.org/https://doi.org/10.1007/s10648-006-9010-7
- Pekrun, R. (2017). Achievement emotions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 251–271). Guilford Press.
- Plous, S. (1993). The psychology of judgment and decision making. McGraw-Hill.
- Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Developmental Psychopathology, 17(3), 715–734. https://doi.org/https://doi.org/10.1017/S0954579405050340
- R Core Team. (2020). R: A language and envrionment for statistical computing. R Foundation for Statistical Computing.
- Rapp, D. N., & McCrudden, M. T. (2018). Relevance before, during, and after discourse experiences. In J. Strassheim & H. Nasu (Eds.), Relevance and irrelevance: Theories, factors, and challenges (pp. 141–160). De Gruyter.
- Richter, T. (2006). What is wrong with ANOVA and multiple regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes, 41(3), 221–250. https://doi.org/https://doi.org/10.1207/s15326950dp4103_1
- Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A two-step model of validation. Educational Psychologist, 52(3), 148–166. https://doi.org/https://doi.org/10.1080/00461520.2017.1322968
- Rouet, J.-F., Britt, M. A., & Durik, A. M. (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52(3), 200–215. https://doi.org/https://doi.org/10.1080/00461520.2017.1329015
- Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime reference guide. Pittsburgh: Psychology Software Tools Inc.
- Scrimin, S., & Mason, L. (2015). Does mood influence text processing and comprehension? Evidence from an eye-movement study. British Journal of Educational Psychology, 85(3), 387–406. https://doi.org/https://doi.org/10.1111/bjep.12080
- Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
- Storbeck, J., & Clore, G. L. (2005). With sadness comes accuracy; with happiness, false memory: Mood and the false memory effect. Psychological Science, 16(10), 785–791. https://doi.org/https://doi.org/10.1111/j.1467-9280.2005.01615.x
- Storbeck, J., & Clore, G. L. (2008). Affective arousal as information: How affective arousal influences judgments, learning, and memory. Social and Personality Psychology Compass, 2(5), 1824–1843. https://doi.org/https://doi.org/10.1111/j.1751-9004.2008.00138
- Taber, C. S., & Lodge, M. (2006). Motivated skepticism in the evaluation of political beliefs. American Journal of Poligical Science, 50(3), 755–769. https://doi.org/https://doi.org/10.1111/j.1540-5907.2006.00214.x
- Trevors, G., Bohn-Gettler, C. M., Szydlo, T., & Kendeou, P. (2018). Positive effects of negative emotions: The influence of readers’ emotions on knowledge revision. Paper presented at the Society for Text and Discourse.
- van den Broek, P., Bohn-Gettler, C. M., Kendeou, P., Carlson, S., & White, M. J. (2011). The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 123–139). Information Age Publishing.
- van den Broek, P., & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes, 54(5–6), 360–372. https://doi.org/https://doi.org/10.1080/0163853X.2017.1306677
- Watson, D., & Clark, L. A. (1994). The PANAS-X: Manual for the positive and negative affect scale - expanded form. University of Iowa. https://doi.org/https://doi.org/10.17077/48vt-m4t2
- Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/https://doi.org/10.1037/0022-3514.54.6.1063
- Wiley, J. (2005). A fair and balanced look at the news: What affects memory for controversial arguments? Journal of Memory and Language, 53(1), 95–109. https://doi.org/https://doi.org/10.1016/j.jml.2005.02.001