Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources-Reference-Cited by-同舟云学术

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Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources

Published:2024-04-23 Issue:4-5 Volume:61 Page:233-254
ISSN:0163-853X
Container-title:Discourse Processes
language:en
Short-container-title:Discourse Processes

Author:

Abel Roman¹^ORCID,Roelle Julian¹^ORCID,Stadtler Marc¹^ORCID

Affiliation:

1. Faculty of Philosophy and Educational Research, Ruhr University Bochum

Funder

Self-Regulated Learning in Digitalized Schools”

German Federal Ministry of Education and Research

Lasting Learning: Cognitive Mechanisms and Effective Instructional Implementation

German Research Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0163853X.2024.2339733

Reference52 articles.

1. Some fungi are not edible more than once: The impact of motivation to avoid confusion on learners’ study sequence choices.

2. Interleaving Effects in Blindfolded Perceptual Learning Across Various Sensory Modalities

3. Change one category at a time: Sequence effects beyond interleaving and blocking.

4. Abel R. de Bruin A. B. H. Onan E. & Roelle J. (2024). Why do learners (dis)use interleaving in learning confusable categories? The role of metastrategic knowledge and utility value of distinguishing. Manuscript submitted for publication.

5. Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing;Educational Psychology Review;2024-06

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