Author:
Baker Linda,Wagner Jody L.
Publisher
Springer Science and Business Media LLC
Subject
Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,Neuropsychology and Physiological Psychology
Reference23 articles.
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2. Baker, L. (1984). Spontaneous versus instructed use of multiple standards for evaluating comprehension. Effects of age, reading proficiency, and type of standard.Journal of Experimental Child Psychology,38, 289–311.
3. Baker, L. (1985a). Differences in the standards used by college students for evaluating their comprehension of expository prose.Reading Research Quarterly,20, 297–313.
4. Baker, L. (1985b). How do we know when we don’t understand? Standards for evaluating text comprehension. In D. L. Forrest-Pressley, G. E. MacKinnon, & T. G, Waller (Eds.),Metacognition, cognition, and human performance (Vol. l, pp. 155–205). New York: Academic Press.
5. Baker, L., &Anderson, R. I. (1982). Effects of inconsistent information on text processing: Evidence for comprehension monitoring.Reading Research Quarterly,17, 281–294.
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