Belief bias when adolescents read to comprehend multiple conflicting texts
Author:
Funder
Spencer Foundation
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11145-022-10262-w.pdf
Reference71 articles.
1. Abendroth, J., & Richter, T. (2020). Text-belief consistency effects in adolescents’ comprehension of multiple documents from the Web [El efecto de consistencia en la comprehension lectora de los adolescentes de documentas multiples provenientes de Internet]. Journal for the Study of Education and Development/Infancia Y Aprendizaje, 43, 60–100.
2. Anderson, M., & Jiang, J. (2018). Teens, social media, and technology 2018. Pew Research Center’s Internet.
3. Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64–76.
4. Baker, L. (1984). Children’s effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76, 588–597.
5. Barzilai, S., Tzadok, E., & Eshet-Alkalai, Y. (2015). Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation. Instructional Science, 43(6), 737–766.
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