Cognitive Affective Engagement Model of Multiple Source Use

By Alexandra List, Patricia A. Alexander. 2017

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/388dce43b1aa85aed47721399562cd1172198c8d

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Citations in the corpus

Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “In a recent paper by List and Alexander (2017) this point is elaborated in the context of multiple source use, and they develop a model balancing the importance of both ability and motivation.”
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments (2020, background): “Multiple document comprehension is already a more complex, non-linear task than single document comprehension, and these challenges have been well documented (Bråten, Britt, Strømsø, & Rouet, 2011; List & Alexander, 2017; Rouet & Britt, 2011).”
Toward an Integrated Framework of Multiple Text Use (2019, methodology): “…based on an analysis of students’ written responses (List & Alexander, 2018) and CAEM-aligned profiles have been identified in cluster-analysis-based examinations of students’ multiple text and hypertext use (Killi, Laurinen, & Marttunen, 2008; Lawless & Kulikowich, 1996; List & Alexander, 2017c).”
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal (2017, background): “Given the burgeoning interest in multiple-text comprehension, and the new models that are populating the literature (e.g., cognitive affective engagement model; List & Alexander, 2017), we expect this upward trend to continue into the years to come.”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “However, recent work such as the Process, Emotion, Task framework (Bohn-Gettler, 2019) and Cognitive Affective Engagement Model (List & Alexander, 2017) reflects a growing need for researchers to consider both affective and cognitive influences on comprehension.”