Article published In:
Information Design JournalVol. 19:1 (2011) ► pp.62–68
c. Research challenges in the use of multiple documents
Cited by (12)
Cited by 12 other publications
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. 
Karimi, Mohammad N. & Mohammad Bagher Shabani
2024. L2 reader-writers’ prior beliefs and integrated representations of controversial information sources: the moderating effects of strategic source processing. Language Awareness ► pp. 1 ff.
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.
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.
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.
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.
Zhang, Yumei
2022. Introduction. In Assessing Literacy in a Digital World, ► pp. 1 ff.
Karimi, Mohammad N. & Tobias Richter
2021. Text-Belief Consistency Effects in L2 Readers. Discourse Processes 58:8 ► pp. 726 ff.
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.
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.
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.
[no author supplied]
2012. Documents as Entities: Extending the Situation Model Theory of Comprehension. In Reading - From Words to Multiple Texts, ► pp. 174 ff.
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