메뉴 건너뛰기




Volumn , Issue , 2008, Pages 351-376

Personal epistemology, understanding of multiple texts, and learning within internet technologies

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84892101133     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4020-6596-5_17     Document Type: Chapter
Times cited : (37)

References (71)
  • 1
    • 5644296020 scopus 로고    scopus 로고
    • In the year 2020: Envisioning the possibilities for educational psychology
    • Alexander, P. A. (2004). In the year 2020: Envisioning the possibilities for educational psychology. Educational Psychologist, 39, 149-156.
    • (2004) Educational Psychologist , vol.39 , pp. 149-156
    • Alexander, P.A.1
  • 2
    • 85071601653 scopus 로고    scopus 로고
    • Learning from text: A multidimensional and developmental perspective
    • M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
    • Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mahwah, NJ: Erlbaum.
    • (2000) Handbook of Reading Research , vol.3 , pp. 285-310
    • Alexander, P.A.1    Jetton, T.L.2
  • 4
    • 0037786976 scopus 로고    scopus 로고
    • Successful learning with hypermedia: The role of epistemological beliefs and metacognitive awareness
    • Bendixen, L. D., & Hartley, K. (2003). Successful learning with hypermedia: The role of epistemological beliefs and metacognitive awareness. Journal of Educational Computing Research, 28, 15-30.
    • (2003) Journal of Educational Computing Research , vol.28 , pp. 15-30
    • Bendixen, L.D.1    Hartley, K.2
  • 5
    • 0141893927 scopus 로고    scopus 로고
    • Commentary on part 1: Process and product in problembased learning (pbl) research
    • D. H. Evensen & C. E. Hmelo (Eds.), Mahwah, NJ: Erlbaum
    • Bereiter, C., & Scardamalia, M. (2000). Commentary on part 1: Process and product in problembased learning (PBL) research. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 185-195). Mahwah, NJ: Erlbaum.
    • (2000) Problem-based Learning: A Research Perspective on Learning Interactions , pp. 185-195
    • Bereiter, C.1    Scardamalia, M.2
  • 6
    • 0037648793 scopus 로고    scopus 로고
    • Improving students' ability to identify and use source information
    • Britt, M. A., & Aglinskas, C. (2002). Improving students' ability to identify and use source information. Cognition and Instruction, 20, 485-522.
    • (2002) Cognition and Instruction , vol.20 , pp. 485-522
    • Britt, M.A.1    Aglinskas, C.2
  • 7
    • 10244221162 scopus 로고    scopus 로고
    • Facilitating textual integration with macro-structure focusing tasks
    • Britt, M. A., & Sommer, J. (2004). Facilitating textual integration with macro-structure focusing tasks. Reading Psychology, 25, 313-339.
    • (2004) Reading Psychology , vol.25 , pp. 313-339
    • Britt, M.A.1    Sommer, J.2
  • 9
    • 19944381267 scopus 로고    scopus 로고
    • Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts
    • Bråten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30, 359-396.
    • (2005) Contemporary Educational Psychology , vol.30 , pp. 359-396
    • Bråten, I.1    Olaussen, B.S.2
  • 10
    • 2942595766 scopus 로고    scopus 로고
    • Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge?
    • Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students' topic knowledge? Journal of Educational Psychology, 96, 324-336.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 324-336
    • Bråten, I.1    Samuelstuen, M.S.2
  • 11
    • 0037801431 scopus 로고    scopus 로고
    • A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts
    • Bråten, I., & Strømsø, H. I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing: An Interdisciplinary Journal, 16, 195-218.
    • (2003) Reading and Writing: An Interdisciplinary Journal , vol.16 , pp. 195-218
    • Bråten, I.1    Strømsø, H.I.2
  • 12
    • 28744434063 scopus 로고    scopus 로고
    • The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among norwegian post-secondary students
    • Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian post-secondary students. British Journal of Educational Psychology, 75, 539-565.
    • (2005) British Journal of Educational Psychology , vol.75 , pp. 539-565
    • Bråten, I.1    Strømsø, H.I.2
  • 13
    • 33750209781 scopus 로고    scopus 로고
    • Effects of personal epistemology on the understanding of multiple texts
    • Bråten, I., & Strømsø, H. I. (2006a). Effects of personal epistemology on the understanding of multiple texts. Reading Psychology, 27, 457-484.
    • (2006) Reading Psychology , vol.27 , pp. 457-484
    • Bråten, I.1    Strømsø, H.I.2
  • 14
    • 34249151220 scopus 로고    scopus 로고
    • Constructing meaning from multiple information sources as a function of personal epistemology: The role of text-processing strategies
    • Bråten, I., & Strømsø, H. I. (2006b). Constructing meaning from multiple information sources as a function of personal epistemology: The role of text-processing strategies. Information Design Journal, 14, 56-67.
    • (2006) Information Design Journal , vol.14 , pp. 56-67
    • Bråten, I.1    Strømsø, H.I.2
  • 15
    • 33646162885 scopus 로고    scopus 로고
    • Epistemological beliefs, interest, and gender as predictors of internet-based learning activities
    • Bråten, I., & Strømsø, H. I. (2006c). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.
    • (2006) Computers in Human Behavior , vol.22 , pp. 1027-1042
    • Bråten, I.1    Strømsø, H.I.2
  • 17
  • 18
    • 33744975483 scopus 로고    scopus 로고
    • The relationship between internet-specific epistemological beliefs and learning within internet technologies
    • Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2005). The relationship between internet-specific epistemological beliefs and learning within internet technologies. Journal of Educational Computing Research, 33, 141-171.
    • (2005) Journal of Educational Computing Research , vol.33 , pp. 141-171
    • Bråten, I.1    Strømsø, H.I.2    Samuelstuen, M.S.3
  • 20
    • 84892020085 scopus 로고    scopus 로고
    • The effects of tasks on integrating information from multiple documents
    • in press
    • Cerdan, R., & Vidal-Abarca, E. (in press). The effects of tasks on integrating information from multiple documents. Journal of Educational Psychology.
    • Journal of Educational Psychology
    • Cerdan, R.1    Vidal-Abarca, E.2
  • 22
    • 84996158155 scopus 로고    scopus 로고
    • Educational research in the internet age: Examining the role of individual characteristics
    • Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30(9), 22-26.
    • (2001) Educational Researcher , vol.30 , Issue.9 , pp. 22-26
    • Hartley, K.1    Bendixen, L.D.2
  • 23
    • 33144485816 scopus 로고    scopus 로고
    • The use of comprehension aids in a hypermedia environment: Investigating the impact of metacognitive awareness and epistemological beliefs
    • Hartley, K., & Bendixen, L. D. (2003). The use of comprehension aids in a hypermedia environment: Investigating the impact of metacognitive awareness and epistemological beliefs. Journal of Educational Multimedia and Hypermedia, 12, 275-289.
    • (2003) Journal of Educational Multimedia and Hypermedia , vol.12 , pp. 275-289
    • Hartley, K.1    Bendixen, L.D.2
  • 24
    • 1842616053 scopus 로고    scopus 로고
    • Epistemological understanding as a metacognitive process: Thinking aloud during online searching
    • Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43-55.
    • (2004) Educational Psychologist , vol.39 , pp. 43-55
    • Hofer, B.K.1
  • 25
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • 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.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.K.1    Pintrich, P.R.2
  • 26
    • 22044454736 scopus 로고
    • Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation
    • Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12, 301-333.
    • (1995) Journal of Educational Computing Research , vol.12 , pp. 301-333
    • Jacobson, M.J.1    Spiro, R.J.2
  • 27
    • 33750214654 scopus 로고    scopus 로고
    • Electronic and multimedia documents
    • A. P. Sweet & C. E. Snow (Eds.), New York: Guilford Press
    • Kim, H. S., & Kamil, M. L. (2003). Electronic and multimedia documents. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 166-175). New York: Guilford Press.
    • (2003) Rethinking Reading Comprehension , pp. 166-175
    • Kim, H.S.1    Kamil, M.L.2
  • 28
    • 0034257632 scopus 로고    scopus 로고
    • Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text
    • 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, 524-535.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 524-535
    • Kardash, C.M.1    Howell, K.L.2
  • 29
    • 0030545742 scopus 로고    scopus 로고
    • Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues
    • Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260-271.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 260-271
    • Kardash, C.M.1    Scholes, R.J.2
  • 30
    • 33645307085 scopus 로고    scopus 로고
    • The influence of sourcing and relatedness on event integration
    • Kim, H. J. J., & Millis, K. (2006). The influence of sourcing and relatedness on event integration. Discourse Processes, 41, 51-65.
    • (2006) Discourse Processes , vol.41 , pp. 51-65
    • Kim, H.J.J.1    Millis, K.2
  • 32
    • 0023991239 scopus 로고
    • The role of knowledge in discourse comprehension: A constructionintegration model
    • Kintsch, W. (1988). The role of knowledge in discourse comprehension: A constructionintegration model. Psychological Review, 95, 163-182.
    • (1988) Psychological Review , vol.95 , pp. 163-182
    • Kintsch, W.1
  • 33
    • 29344452214 scopus 로고    scopus 로고
    • The role of top-down and bottom-up processes in between-text integration
    • Kurby, C. A., Britt, M. A., & Magliano, J. P. (2005). The role of top-down and bottom-up processes in between-text integration. Reading Psychology, 26, 335-362.
    • (2005) Reading Psychology , vol.26 , pp. 335-362
    • Kurby, C.A.1    Britt, M.A.2    Magliano, J.P.3
  • 34
    • 85071545019 scopus 로고    scopus 로고
    • Literacy and technology: Deictic consequences for literacy education in an information age
    • M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
    • Leu, D. J. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 743-770). Mahwah, NJ: Erlbaum.
    • (2000) Handbook of Reading Research , vol.3 , pp. 743-770
    • Leu, D.J.1
  • 35
    • 85047686877 scopus 로고    scopus 로고
    • The effects of reading purpose and working memory capacity on the processing of expository text
    • Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.
    • (2002) Journal of Educational Psychology , vol.94 , pp. 778-784
    • Linderholm, T.1    Van Den Broek, P.2
  • 36
    • 1842733466 scopus 로고    scopus 로고
    • Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
    • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29, 103-128.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 103-128
    • Mason, L.1    Boscolo, P.2
  • 37
    • 33749516286 scopus 로고    scopus 로고
    • Effects of beliefs about meaning construction and task instructions on interpretation of narrative text
    • Mason, L., Scirica, F., & Salvi, L. (2006). Effects of beliefs about meaning construction and task instructions on interpretation of narrative text. Contemporary Educational Psychology, 31, 411-437.
    • (2006) Contemporary Educational Psychology , vol.31 , pp. 411-437
    • Mason, L.1    Scirica, F.2    Salvi, L.3
  • 38
    • 84892119780 scopus 로고    scopus 로고
    • Learning to read in a computer age
    • MA: Center for Applied Special Technology
    • Meyer, A., & Rose, D. H. (1998). Learning to read in a computer age. Peabody, MA: Center for Applied Special Technology.
    • (1998) Peabody
    • Meyer, A.1    Rose, D.H.2
  • 39
    • 0033196980 scopus 로고    scopus 로고
    • The influence of reading purpose on inference generation and comprehension in reading
    • Narvaez, D., van den Broek, P., & Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91, 488-496.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 488-496
    • Narvaez, D.1    Van Den Broek, P.2    Ruiz, A.B.3
  • 41
    • 0033236885 scopus 로고    scopus 로고
    • A deafening silence: History textbooks and the students who read them
    • Paxton, R. J. (1999). A deafening silence: History textbooks and the students who read them. Review of Educational Research, 69, 315-339.
    • (1999) Review of Educational Research , vol.69 , pp. 315-339
    • Paxton, R.J.1
  • 42
    • 0003525310 scopus 로고
    • Text-based learning and reasoning: Studies in history
    • NJ: Erlbaum
    • Perfetti, C. A., Britt, M. A., & Georgi, M. C. (1995). Text-based learning and reasoning: Studies in history. Hillsdale, NJ: Erlbaum.
    • (1995) Hillsdale
    • Perfetti, C.A.1    Britt, M.A.2    Georgi, M.C.3
  • 44
    • 34548562601 scopus 로고    scopus 로고
    • The skills of document use: From text comprehension to web-based learning
    • NJ: Erlbaum
    • Rouet, J. F. (2006). The skills of document use: From text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.
    • (2006) Mahwah
    • Rouet, J.F.1
  • 47
    • 15744368059 scopus 로고    scopus 로고
    • Decoding, knowledge, and strategies in comprehension of expository text
    • Samuelstuen, M. S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46, 107-117.
    • (2005) Scandinavian Journal of Psychology , vol.46 , pp. 107-117
    • Samuelstuen, M.S.1    Bråten, I.2
  • 48
    • 34250021937 scopus 로고    scopus 로고
    • Examining the validity of self-reports on scales measuring students' strategic processing
    • Samuelstuen, M. S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students' strategic processing. British Journal of Educational Psychology, 77, 351-378.
    • (2007) British Journal of Educational Psychology , vol.77 , pp. 351-378
    • Samuelstuen, M.S.1    Bråten, I.2
  • 49
    • 33847616261 scopus 로고
    • Effects of beliefs about the nature of knowledge on comprehension
    • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 498-504
    • Schommer, M.1
  • 50
    • 0032265595 scopus 로고    scopus 로고
    • The influence of age and schooling on epistemological beliefs
    • Schommer, M. (1998). The influence of age and schooling on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562.
    • (1998) British Journal of Educational Psychology , vol.68 , pp. 551-562
    • Schommer, M.1
  • 51
    • 21844503124 scopus 로고
    • Are epistemological beliefs similar across domains?
    • Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87, 424-432.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 424-432
    • Schommer, M.1    Walker, K.2
  • 52
    • 21144463534 scopus 로고
    • Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so
    • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 435-443
    • Schommer, M.1    Crouse, A.2    Rhodes, N.3
  • 54
    • 0034144893 scopus 로고    scopus 로고
    • Reader beliefs and meaning construction in narrative text
    • Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92, 96-106.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 96-106
    • Schraw, G.1
  • 55
  • 56
    • 84937190223 scopus 로고    scopus 로고
    • How implicit models of reading affect motivation to read and reading engagement
    • Schraw, G., & Bruning, R. (1999). How implicit models of reading affect motivation to read and reading engagement. Scientific Studies of Reading, 3, 281-302.
    • (1999) Scientific Studies of Reading , vol.3 , pp. 281-302
    • Schraw, G.1    Bruning, R.2
  • 57
    • 1842784077 scopus 로고    scopus 로고
    • Epistemological development and its impact on cognition in academic domains
    • Schraw, G., & Sinatra, G. M. (2004). Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology, 29, 95-102.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 95-102
    • Schraw, G.1    Sinatra, G.M.2
  • 59
    • 0002509486 scopus 로고
    • Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains
    • Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24-33.
    • (1991) Educational Technology , vol.31 , Issue.5 , pp. 24-33
    • Spiro, R.J.1    Feltovich, P.J.2    Jacobson, M.J.3    Coulson, R.L.4
  • 60
    • 0002035304 scopus 로고
    • Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains
    • R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Newark, DE: International Reading Association
    • Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1994). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 602-615). Newark, DE: International Reading Association.
    • (1994) Theoretical Models and Processes of Reading , pp. 602-615
    • Spiro, R.J.1    Coulson, R.L.2    Feltovich, P.J.3    Anderson, D.K.4
  • 61
    • 0042572870 scopus 로고    scopus 로고
    • Two epistemic world-views: Prefigurative schemas and learning in complex domains
    • Spiro, R. J., Feltovich, P. J., & Coulson, R. L. (1996). Two epistemic world-views: Prefigurative schemas and learning in complex domains. Applied Cognitive Psychology, 10, S51-S61.
    • (1996) Applied Cognitive Psychology , vol.10
    • Spiro, R.J.1    Feltovich, P.J.2    Coulson, R.L.3
  • 63
    • 19044369806 scopus 로고    scopus 로고
    • Norwegian law students' use of multiple sources while reading expository texts
    • Strømsø, H. I., & Bråten, I. (2002). Norwegian law students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.
    • (2002) Reading Research Quarterly , vol.37 , pp. 208-227
    • Strømsø, H.I.1    Bråten, I.2
  • 64
    • 0038487558 scopus 로고    scopus 로고
    • Students' strategic use of multiple sources during expository text reading
    • Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students' strategic use of multiple sources during expository text reading. Cognition and Instruction, 21, 113-147.
    • (2003) Cognition and Instruction , vol.21 , pp. 113-147
    • Strømsø, H.I.1    Bråten, I.2    Samuelstuen, M.S.3
  • 65
    • 2942549991 scopus 로고    scopus 로고
    • Teaching readers how to comprehend text strategically
    • C. C. Block & M. Pressley (Eds.), New York: Guilford Press
    • Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 176-200). New York: Guilford Press.
    • (2002) Comprehension Instruction: Research-based Best Practices , pp. 176-200
    • Trabasso, T.1    Bouchard, E.2
  • 66
    • 19944399158 scopus 로고    scopus 로고
    • Effects of instruction on changes in epsistemological beliefs
    • Valanides, N., & Angeli, C. (2005). Effects of instruction on changes in epsistemological beliefs. Contemporary Educational Psychology, 30, 314-330.
    • (2005) Contemporary Educational Psychology , vol.30 , pp. 314-330
    • Valanides, N.1    Angeli, C.2
  • 67
    • 0035717687 scopus 로고    scopus 로고
    • The effects of readers' goals on inference generation and memory for texts
    • van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
    • (2001) Memory & Cognition , vol.29 , pp. 1081-1087
    • Van Den Broek, P.1    Lorch, R.F.2    Linderholm, T.3    Gustafson, M.4
  • 68
    • 0033137469 scopus 로고    scopus 로고
    • Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text
    • Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301-311.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 301-311
    • Wiley, J.1    Voss, J.F.2
  • 69
    • 0001910103 scopus 로고
    • Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence
    • Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 73-87
    • Wineburg, S.1
  • 70
    • 0032110805 scopus 로고    scopus 로고
    • Reading abraham lincoln: An expert/expert study in the interpretation of historical texts
    • Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319-346.
    • (1998) Cognitive Science , vol.22 , pp. 319-346
    • Wineburg, S.1
  • 71
    • 30544443970 scopus 로고    scopus 로고
    • Relations between adolescents' text processing and reasoning
    • Wolfe, M. B. W., & Goldman, S. R. (2005). Relations between adolescents' text processing and reasoning. Cognition and Instruction, 23, 467-502.
    • (2005) Cognition and Instruction , vol.23 , pp. 467-502
    • Wolfe, M.B.W.1    Goldman, S.R.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.