Textbase and situation model representations as educational constructs

References

• Boyd, B. (2009). On the origin of stories: evolution, cognition, and fiction. Belknap Press.
   Google Scholar
• Braasch, J. L. G., & Goldman, S. R. (2010). The role of prior knowledge in learning from analogies in science texts. Discourse Processes, 47(6), 447–479. https://doi.org/10.1080/01638530903420960
   Web of Science ®Google Scholar
• Britt, M. A., Rouet, J.-F., & Durik, A. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Routledge.
   Google Scholar
• Britton, B. K., & Gülgöz, S. (1991). Using Kintsch’s computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83(3), 329–345. https://doi.org/10.1037/0022-0663.83.3.329
   Web of Science ®Google Scholar
• Davis, J. R. (1976). Teaching strategies for the college classroom. Westview Press.
   Google Scholar
• Gottschall, J. (2012). The storytelling animal. Houghton Mifflin Harcourt.
   Google Scholar
• Gurung, R. A. R., Weidert, J., & Jeske, A. (2010). Focusing on how students study. Journal of the Scholarship of Teaching and Learning, 10(1), 28–35.
   Google Scholar
• Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects with skilled baseball players. Perceptual and Motor Skills, 78(3, Pt 1), 835–841. https://doi.org/10.2466/pms.1994.78.3.835
   PubMed Web of Science ®Google Scholar
• Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test … or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307–329. https://doi.org/10.1007/s10648-013-9248-9
   Web of Science ®Google Scholar
• Kaipa, R. M. (2021). Multiple choice questions and essay questions in curriculum. Journal of Applied Research in Higher Education, 13(1), 16–32. https://doi.org/10.1108/JARHE-01-2020-0011
   Web of Science ®Google Scholar
• Karpicke, J. D., Butler, A. C., & Roediger, H. L., III. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479. https://doi.org/10.1080/09658210802647009
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49(4), 294–303. https://doi.org/10.1037/0003-066X.49.4.294
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
   Google Scholar
• Kintsch, W., Britton, B. K., Fletcher, C. R., Kintsch, E., Mannes, S. M., Nathan, M. J., & Medin, D. L. (1993). A comprehension-based approach to learning and understanding. In D. L. Medin (Ed.), The psychology of learning and motivation (pp. 165–214). Academic Press.
   Google Scholar
• Kintsch, W., & Kozminsky, E. (1977). Summarizing stories after reading and listening. Journal of Educational Psychology, 69(5), 491–499.
   Web of Science ®Google Scholar
• Kintsch, W., Welsch, D. M., Schmalhofer, F., & Zimny, S. (1990). Sentence memory: A theoretical analysis. Journal of Memory and Language, 29(2), 133–159. https://doi.org/10.1016/0749-596X(90)90069-C
   Web of Science ®Google Scholar
• Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2009). 50 great myths of popular psychology. Wiley-Blackwell.
   Google Scholar
• Mannes, S. M., & Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4(2), 91–115. https://doi.org/10.1207/s1532690xci0402_2
   Google Scholar
• McCarthy, K. S., & McNamara, D. S. (2021). The multidimensional knowledge in text comprehension framework. Educational Psychologist, 56(3), 196–214. https://doi.org/10.1080/00461520.2021.1872379
   Web of Science ®Google Scholar
• McKeachie, W. J., & Svinicki, M. (2013). Mckeachie’s teaching tips: Strategies, reasearch, and theory for college and University teachers (14th ed.). Cengage Learning.
   Google Scholar
• McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, E. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1–43. https://doi.org/10.1207/s1532690xci1401_1
   Web of Science ®Google Scholar
• Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their pitfalls and optimal implementations. Perspectives on Psychological Science, 13(3), 390–407. https://doi.org/10.1177/1745691617710510
   Web of Science ®Google Scholar
• Pressley, M., Symons, S., McDaniel, M. A., Snyder, B. L., & Turnure, J. E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80(3), 268–278.
   Web of Science ®Google Scholar
• Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52. https://doi.org/10.1037/edu0000367
   Web of Science ®Google Scholar
• Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900–908. https://doi.org/10.1037/edu0000001
   Web of Science ®Google Scholar
• Sana, F., & Yan, V. X. (2022). Interleaving retrieval practice promotes science learning. Psychological Science, 33(5), 782–788. https://doi.org/10.1177/09567976211057507
   PubMed Web of Science ®Google Scholar
• Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453–472. https://doi.org/10.1023/A:1003196224280
   Web of Science ®Google Scholar
• Sinatra, G. M., & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science education: The promise of refutation text. Reading Research Quarterly, 46(4), 374–393. https://doi.org/10.1002/RRQ.005
   Web of Science ®Google Scholar
• Stanovich, K. E. (2019). How to think straight about psychology (11th ed.). Pearson.
   Google Scholar
• Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837–848. https://doi.org/10.1002/acp.1598
   Web of Science ®Google Scholar
• Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73.
   Web of Science ®Google Scholar
• Thiede, K. W., Griffin, T. D., Wiley, J., & Anderson, M. C. M. (2010). Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes, 47(4), 331–362. https://doi.org/10.1080/01638530902959927
   Web of Science ®Google Scholar
• van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.
   Google Scholar
• Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P. J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22(4), 393–405.
   PubMed Web of Science ®Google Scholar
• Willingham, D. T. (2021). Why don’t students like school? (2nd ed.). Josey-Bass.
   Google Scholar
• Wolfe, M. B. W., Schreiner, M. E., Rehder, B., Laham, D., Foltz, P. W., Kintsch, W., & Landauer, T. K. (1998). Learning from text: Matching readers and texts by latent semantic analysis. Discourse Processes, 25, 309–336. https://doi.org/10.1080/01638539809545030
   Web of Science ®Google Scholar