The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis
Author:
Funder
Directorate for STEM Education
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-023-10326-w.pdf
Reference100 articles.
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3. Baddeley, A. (1992). Is working memory working? The Fifteenth Bartlett lecture. Quarterly Journal of Experimental Psychology, 44(1), 1–31. https://doi.org/10.1080/14640749208401281.
4. Barzilai, S., Tal-Savir, D., Abed, F., Hagani-Mor, S., & Zohar, A. (2023). Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing, 36, 809–847. https://doi.org/10.1007/s11145-021-10208-8.
5. Bigot, L. L., & Rouet, J. F. (2007). The impact of presentation format, task assignment, and prior knowledge on students’ comprehension of multiple online documents. Journal of Literacy Research, 39(4), 445–470. https://doi.org/10.1080/10862960701675317.
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