-
1
-
-
84884157434
-
Task-oriented reading of multiple documents: Online comprehension processes and offline products
-
Anmarkrud, Ø., McCrudden, M.T., Bråten, I., & Strømsø, H.I. (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products. Instructional Science, 41, 873-894.
-
(2013)
Instructional Science
, vol.41
, pp. 873-894
-
-
Anmarkrud, Ø.1
McCrudden, M.T.2
Bråten, I.3
Strømsø, H.I.4
-
2
-
-
84967425908
-
-
Charlotte, NC: Information Age (Eds.)
-
Bembenutty, H., Cleary, T.J., & Kitsantas, A. (Eds.) (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age.
-
(2013)
Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman.
-
-
Bembenutty, H.1
Cleary, T.J.2
Kitsantas, A.3
-
3
-
-
84967622882
-
Teaching for epistemic change in elementary classrooms
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Bendixen, L.D. (2016/this volume). Teaching for epistemic change in elementary classrooms. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 281-299). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 281-299
-
-
Bendixen, L.D.1
-
5
-
-
1842564025
-
An integrative approach to personal epistemology: A guiding model
-
Bendixen, L.D. & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39, 69-80.
-
(2004)
Educational Psychologist
, vol.39
, pp. 69-80
-
-
Bendixen, L.D.1
Rule, D.C.2
-
6
-
-
84890192322
-
Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension
-
Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H.I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.
-
(2014)
Learning and Instruction
, vol.30
, pp. 9-24
-
-
Bråten, I.1
Anmarkrud, Ø.2
Brandmo, C.3
Strømsø, H.I.4
-
7
-
-
78951479807
-
The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model
-
Bråten, I., Britt, M.A., Strømsø, H.I., & Rouet, J.F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46, 48-70.
-
(2011)
Educational Psychologist
, vol.46
, pp. 48-70
-
-
Bråten, I.1
Britt, M.A.2
Strømsø, H.I.3
Rouet, J.F.4
-
8
-
-
84894093952
-
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
-
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84, 58-85.
-
(2014)
British Journal of Educational Psychology
, vol.84
, pp. 58-85
-
-
Bråten, I.1
Ferguson, L.E.2
Strømsø, H.I.3
Anmarkrud, Ø.4
-
9
-
-
84876243468
-
The role of different task instructions and reader characteristics when learning from multiple expository texts
-
M.T. McCrudden, J.P. Magliano, & G. Schraw (Eds.), Greenwich, CT: Information Age
-
Bråten, I., Gil, L., & Strømsø, H.I. (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. In M.T. McCrudden, J.P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 95-122). Greenwich, CT: Information Age.
-
(2011)
Text relevance and learning from text
, pp. 95-122
-
-
Bråten, I.1
Gil, L.2
Strømsø, H.I.3
-
10
-
-
33750209781
-
Effects of personal epistemology on the understanding of multiple texts
-
Bråten, I. & Strømsø, H.I. (2006). 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
-
11
-
-
84890241072
-
Documents experienced as entities: Extending the situation model theory of comprehension
-
M.A. Britt, S.R. Goldman, & J.F. Rouet (Eds.), New York: Routledge
-
Britt, M.A., Rouet, J.F., & Braasch, J.L.G. (2013). Documents experienced as entities: Extending the situation model theory of comprehension. In M.A. Britt, S.R. Goldman, & J.F. Rouet (Eds.), Reading from words to multiple texts (pp. 160-179). New York: Routledge.
-
(2013)
Reading from words to multiple texts
, pp. 160-179
-
-
Britt, M.A.1
Rouet, J.F.2
Braasch, J.L.G.3
-
12
-
-
84892016266
-
Knowledge and epistemological beliefs: An intimate but complicate relationship
-
M.S. Khine (Ed.), New York: Springer
-
Bromme, R., Kienhues, D., & Stahl, E. (2008). Knowledge and epistemological beliefs: An intimate but complicate relationship. In M.S. Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp. 423-441). New York: Springer.
-
(2008)
Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures
, pp. 423-441
-
-
Bromme, R.1
Kienhues, D.2
Stahl, E.3
-
13
-
-
84967386453
-
Changes in preservice teachers' personal epistemologies
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Brownlee, J.L., Schraw, G., Walker, S., & Ryan, M. (2016/this volume). Changes in preservice teachers' personal epistemologies. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 300-317). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 300-317
-
-
Brownlee, J.L.1
Schraw, G.2
Walker, S.3
Ryan, M.4
-
14
-
-
85086537718
-
The relationship between teachers' beliefs and teachers' practices
-
H. Fives & M.G. Gill (Eds.), New York: Routledge
-
Buehl, M.M. & Beck, J.S. (2015). The relationship between teachers' beliefs and teachers' practices. In H. Fives & M.G. Gill (Eds.), International handbook of research on teachers' beliefs (pp. 66-84). New York: Routledge.
-
(2015)
International handbook of research on teachers' beliefs
, pp. 66-84
-
-
Buehl, M.M.1
Beck, J.S.2
-
15
-
-
84917496383
-
Competing claims about competing knowledge claims
-
B.K.Hofer & P.R. Pintrich (Eds.), Mahwah, NJ: Erlbaum
-
Chandler, M.J., Hallett, D., & Sokol, B.W. (2002). Competing claims about competing knowledge claims. In B.K.Hofer & P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 145-168). Mahwah, NJ: Erlbaum.
-
(2002)
Personal epistemology: The psychology of beliefs about knowledge and knowing
, pp. 145-168
-
-
Chandler, M.J.1
Hallett, D.2
Sokol, B.W.3
-
16
-
-
0032391726
-
Reconceptualizing change in the cognitive construction of knowledge
-
Dole, J.A. & Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
-
(1998)
Educational Psychologist
, vol.33
, pp. 109-128
-
-
Dole, J.A.1
Sinatra, G.M.2
-
17
-
-
84927028699
-
Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students' epistemologies
-
L.D. Bendixen & F.C. Feucht (Eds.), Cambridge, UK: Cambridge University Press
-
Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students' epistemologies. In L.D. Bendixen & F.C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 409-434). Cambridge, UK: Cambridge University Press.
-
(2010)
Personal epistemology in the classroom: Theory, research, and implications for practice
, pp. 409-434
-
-
Elby, A.1
Hammer, D.2
-
18
-
-
84872472689
-
Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension
-
Ferguson, L.E. & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61.
-
(2013)
Learning and Instruction
, vol.25
, pp. 49-61
-
-
Ferguson, L.E.1
Bråten, I.2
-
19
-
-
83555164862
-
Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study
-
Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103-120.
-
(2012)
Learning and Instruction
, vol.22
, pp. 103-120
-
-
Ferguson, L.E.1
Bråten, I.2
Strømsø, H.I.3
-
20
-
-
33750217858
-
Cognitive aspects of constructing meaning through and across multiple texts
-
N. Shuart-Faris & D. Bloome (Eds.), Greenwich, CT: Information Age Publishing
-
Goldman, S.R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Faris & D. Bloome (Eds.), Uses of intertextuality in classroom and educational research (pp. 317-351). Greenwich, CT: Information Age Publishing.
-
(2004)
Uses of intertextuality in classroom and educational research
, pp. 317-351
-
-
Goldman, S.R.1
-
21
-
-
77958117112
-
The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues
-
Greene, J.A., Muis, K.R., & Pieschl, S. (2010). The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45, 245-257.
-
(2010)
Educational Psychologist
, vol.45
, pp. 245-257
-
-
Greene, J.A.1
Muis, K.R.2
Pieschl, S.3
-
22
-
-
84898066941
-
Measuring critical components of digital literacy and their relationships with learning
-
Greene, J.A., Yu, S.B., & Copeland, D.Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55-69.
-
(2014)
Computers & Education
, vol.76
, pp. 55-69
-
-
Greene, J.A.1
Yu, S.B.2
Copeland, D.Z.3
-
24
-
-
22044454736
-
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
-
25
-
-
84967592305
-
Methodological considerations for interactional perspectives on epistemic cognition
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Kelly, G. (2016/this volume). Methodological considerations for interactional perspectives on epistemic cognition. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 393-408). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 393-408
-
-
Kelly, G.1
-
26
-
-
84967373143
-
Diverging information and epistemic change
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Kienhues, D., Ferguson, L.E., & Stahl, E. (2016/this volume). Diverging information and epistemic change. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 318-330). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 318-330
-
-
Kienhues, D.1
Ferguson, L.E.2
Stahl, E.3
-
27
-
-
78650174664
-
Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts
-
Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts. Learning and Instruction, 21, 193-204.
-
(2011)
Learning and Instruction
, vol.21
, pp. 193-204
-
-
Kienhues, D.1
Stadtler, M.2
Bromme, R.3
-
28
-
-
0003924923
-
-
Cambridge, UK: Cambridge University Press
-
Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
-
(1991)
The skills of argument
-
-
Kuhn, D.1
-
29
-
-
0001605033
-
The development of epistemological understanding
-
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
-
(2000)
Cognitive Development
, vol.15
, pp. 309-328
-
-
Kuhn, D.1
Cheney, R.2
Weinstock, M.3
-
30
-
-
79954472454
-
Dialogic argumentation as a vehicle for developing young adolescents' thinking
-
Kuhn D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents' thinking. Psychological Science, 22, 545-552.
-
(2011)
Psychological Science
, vol.22
, pp. 545-552
-
-
Kuhn, D.1
Crowell, A.2
-
31
-
-
84967638966
-
Psychological perspectives on measuring epistemic cognition
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Mason, L. (2016/this volume). Psychological perspectives on measuring epistemic cognition. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 375-392). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 375-392
-
-
Mason, L.1
-
32
-
-
84898605538
-
Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention
-
Mason, L., Junyent, A.A., & Tornatora, M.C. (2014). Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention. Computers & Education, 76, 143-157.
-
(2014)
Computers & Education
, vol.76
, pp. 143-157
-
-
Mason, L.1
Junyent, A.A.2
Tornatora, M.C.3
-
33
-
-
84920142203
-
Reading information about a scientific phenomenon on webpages varying for reliability: An eye movement analysis
-
Mason, L., Pluchino, P., & Ariasi, N. (2014). Reading information about a scientific phenomenon on webpages varying for reliability: An eye movement analysis. Educational Research & Development, 62, 663-685.
-
(2014)
Educational Research & Development
, vol.62
, pp. 663-685
-
-
Mason, L.1
Pluchino, P.2
Ariasi, N.3
-
34
-
-
84967425992
-
The effects of topic familiarity, author expertise, and content relevance on Norwegian students' document selection: A mixed method study.
-
(in press).
-
McCrudden, M.T., Stenseth, T., Bråten, I., & Strømsø, H.I. (in press). The effects of topic familiarity, author expertise, and content relevance on Norwegian students' document selection: A mixed method study. Journal of Educational Psychology.
-
Journal of Educational Psychology.
-
-
McCrudden, M.T.1
Stenseth, T.2
Bråten, I.3
Strømsø, H.I.4
-
35
-
-
84880975210
-
Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement
-
Muis, K.R. & Duffy, M.C. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105, 213-225.
-
(2013)
Journal of Educational Psychology
, vol.105
, pp. 213-225
-
-
Muis, K.R.1
Duffy, M.C.2
-
36
-
-
84967467103
-
Epistemic climate for epistemic change
-
J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), New York: Routledge /this volume
-
Muis, K.R., Trevors, G., & Chevrier, M. (2016/this volume). Epistemic climate for epistemic change. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 331-359). New York: Routledge.
-
(2016)
Handbook of epistemic cognition
, pp. 331-359
-
-
Muis, K.R.1
Trevors, G.2
Chevrier, M.3
-
37
-
-
84967513669
-
Mind-set interventions are a scalable treatment for academic underachievement.
-
(in press).
-
Paunesku, D., Walton, G.M., Romero, C., Smith, E.N., Yeager, D.S., & Dweck, C.S. (in press). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science.
-
Psychological Science.
-
-
Paunesku, D.1
Walton, G.M.2
Romero, C.3
Smith, E.N.4
Yeager, D.S.5
Dweck, C.S.6
-
38
-
-
84878963833
-
Student thought and classroom language: Examining the mechanisms of change in dialogic thinking
-
Reznitskaya, A. & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic thinking. Educational Psychologist, 48, 114-133.
-
(2013)
Educational Psychologist
, vol.48
, pp. 114-133
-
-
Reznitskaya, A.1
Gregory, M.2
-
40
-
-
84926993683
-
The integrative model of personal epistemology: Theory, research, and implications for education
-
L.D. Bendixen & F.C. Feucht (Eds.), Cambridge, UK: Cambridge University Press
-
Rule, D.C., & Bendixen, L.D. (2010). The integrative model of personal epistemology: Theory, research, and implications for education. In L.D. Bendixen & F.C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 94-123). Cambridge, UK: Cambridge University Press.
-
(2010)
Personal epistemology in the classroom: Theory, research, and implications for practice
, pp. 94-123
-
-
Rule, D.C.1
Bendixen, L.D.2
-
41
-
-
84878724691
-
Situating epistemological developmen
-
In J. van Aalst, K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), Sydney: International Society of the Learning Sciences
-
Sandoval, W.A. (2012). Situating epistemological development. In J. van Aalst, K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 1, pp. 347-354). Sydney: International Society of the Learning Sciences.
-
(2012)
The future of learning: Proceedings of the 10th international conference of the learning sciences
, vol.1
, pp. 347-354
-
-
Sandoval, W.A.1
-
42
-
-
1842459468
-
Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach
-
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39, 19-29.
-
(2004)
Educational Psychologist
, vol.39
, pp. 19-29
-
-
Schommer-Aikins, M.1
-
43
-
-
0002035304
-
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 processesof reading (pp. 602-615). Newark, DE: International Reading Association.
-
(1994)
Theoretical models and processesof reading
, pp. 602-615
-
-
Spiro, R.J.1
Coulson, R.L.2
Feltovich, P.J.3
Anderson, D.K.4
-
44
-
-
0002509486
-
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
-
45
-
-
84956885215
-
Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy
-
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
-
(1986)
Reading Research Quarterly
, vol.21
, pp. 360-407
-
-
Stanovich, K.E.1
-
46
-
-
19944399158
-
Effects of instruction on changes in epistemological beliefs
-
Valanides, N. & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, 30, 314-330.
-
(2005)
Contemporary Educational Psychology
, vol.30
, pp. 314-330
-
-
Valanides, N.1
Angeli, C.2
-
48
-
-
84867758501
-
Mindsets that promote resilience: When students believe that personal characteristics can be developed
-
Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302-314.
-
(2012)
Educational Psychologist
, vol.47
, pp. 302-314
-
-
Yeager, D.S.1
Dweck, C.S.2
-
49
-
-
79955736285
-
Social-psychological interventions in education: They're not magic
-
Yeager, D.S. & Walton, G.M. (2011). Social-psychological interventions in education: They're not magic. Review of Educational Research, 81, 267-301.
-
(2011)
Review of Educational Research
, vol.81
, pp. 267-301
-
-
Yeager, D.S.1
Walton, G.M.2
-
50
-
-
0002115332
-
Attaining self-regulation: A social cognitive perspective
-
M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
-
(2000)
Handbook of self-regulation
, pp. 13-39
-
-
Zimmerman, B.J.1
|