Article published In:
Information Design Journal
Vol. 19:1 (2011) ► pp.6268
Cited by

Cited by 11 other publications

Follmer, D. Jake & Joseph Tise
2022. Effects of an executive function-based text support on strategy use and comprehension–integration of conflicting informational texts. Reading and Writing 35:7  pp. 1731 ff. DOI logo
Grüninger, Rahel, Inga Specht, Doris Lewalter & Wolfgang Schnotz
2014. Fragile knowledge and conflicting evidence: what effects do contiguity and personal characteristics of museum visitors have on their processing depth?. European Journal of Psychology of Education 29:2  pp. 215 ff. DOI logo
Jarodzka, H. & S. Brand‐Gruwel
2017. Tracking the reading eye: towards a model of real‐world reading. Journal of Computer Assisted Learning 33:3  pp. 193 ff. DOI logo
Karimi, Mohammad N.
2024. Text-belief consistency effect in L2 students’ integrated written representations based on multiple conflicting sources: Comparisons across summary vs. argumentation task instructions. Contemporary Educational Psychology 76  pp. 102239 ff. DOI logo
Karimi, Mohammad N. & Tahereh Mousavi-Moghadam
2022. Integrated writing across conflicting L2 texts: The effects of prior beliefs on perspectivism and propositional content. Assessing Writing 53  pp. 100648 ff. DOI logo
Karimi, Mohammad N. & Tobias Richter
2021. Text-Belief Consistency Effects in L2 Readers. Discourse Processes 58:8  pp. 726 ff. DOI logo
Kim, So Mi & Michael J. Hannafin
2016. Synergies: effects of source representation and goal instructions on evidence quality, reasoning, and conceptual integration during argumentation-driven inquiry. Instructional Science 44:5  pp. 441 ff. DOI logo
McNamara, Danielle S., Micah Watanabe, Linh Huynh, Kathryn S. McCarthy, Laura K. Allen & Joseph P. Magliano
2024. Summarizing versus rereading multiple documents. Contemporary Educational Psychology 76  pp. 102238 ff. DOI logo
Tahmid, Ibrahim A., Lee Lisle, Kylie Davidson, Kirsten Whitley, Chris North & Doug A. Bowman
2023. 2023 IEEE International Symposium on Mixed and Augmented Reality (ISMAR),  pp. 713 ff. DOI logo
Zhang, Yumei
2022. Introduction. In Assessing Literacy in a Digital World,  pp. 1 ff. DOI logo
[no author supplied]
2012. Documents as Entities: Extending the Situation Model Theory of Comprehension. In Reading - From Words to Multiple Texts,  pp. 174 ff. DOI logo

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