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(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2016)
The present study investigated to what extent encountering a textual claim that contradicts one’s prior beliefs may increase readers’ memory for the source of the information, such as the author or publication. A sample ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
In this research, we investigated relationships between undergraduate students’ prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Refutation texts have been previously shown to be effective at promoting knowledge revision. The current study builds on recent trends to gain deeper insights into how this learning advantage can be enhanced and extended ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2018)
In a sample of 281 Norwegian upper-secondary school students, structural equation modeling was used to test hypothesized relationships between beliefs about justification for knowing, interest, and knowledge across two ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial ...
(Journal article / Tidsskriftartikkel / SubmittedVersion, 2018)
One‐hundred and twenty‐seven Norwegian upper‐secondary school students completing college preparatory courses (41% female) were asked to select the texts they wanted to use in order to write a letter to the editor about a ...
(Journal article / Tidsskriftartikkel / SubmittedVersion, 2018)
This study investigated the extent to which students’ sourcing and comprehension can be supported by the reading of real, as opposed to print-out versions of multiple documents. It was found that the reading of real rather ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2018)
During the last 15 years, there have been some efforts to extend the use of eye-tracking to researching reading in complex contexts, such as the reading of multiple documents. The research community involved in this extension ...