The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

By Ivar Bråten, A. Britt, Helge I. Strømsø, Jean-François Rouet. 2011

340 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/02170eaaa07611b64b33b562bc7c5dabf28e21f2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Bråten et al. (2011) proposed a theoretical model of epistemic beliefs built on many of their empirical studies of how students read, comprehend, and integrate multiple texts to generate knowledge or accept a claim.”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “For example, consider “rules of inquiry” as type of justification (Bråten et al., 2011).”
Educating Critical Thinkers (2016, background): “…education outcomes: interpretation and comprehension (Strømsø & Bråten, 2010), argumentation performance (Kuhn, 2003), successfully reconciling multiple, conflicting texts (Bråten et al., 2011; Strømsø & Kammerer, in press), and learning performance (Mason et al., 2013; Muis & Duffy, 2013).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “Extant research on multiple-text reading pointed to the need to expand single-text comprehension models in significant ways (e.g., Bra ten, Britt, Strømsø, & Rouet, 2011; Britt & Rouet, 2012; Goldman, 2004; Goldman, Lawless, et al., 2012; Perfetti, Rouet, & Britt, 1999; Rouet, 2006).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “High-level comprehension requires students to think about the text (i.e., basic or explicit comprehension) as well as around and with the text in critical and analytic ways through argumentation and epistemic cognition (Bråten et al., 2011; Iordanou et al., 2016).”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “For example, viewing knowledge as imparted from experts has been found in some studies to predict better multiple-text comprehension of complex controversial topics than viewing knowledge as constructed by the self (Bråten et al., 2011).”