The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence

By Jason L. G. Braasch, Ivar Bråten. 2017

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d07d83314a8b74a27881c30147caea4983f562b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Doug Lombardi
2. Gale M. Sinatra
3. Alexandra List
4. Patricia A. Alexander
5. David N. Rapp
6. Nikita A. Salovich
7. E. Michael Nussbaum
8. Jeffrey Alan Greene

In Education

1. Doug Lombardi
2. Gale M. Sinatra
3. Alexandra List
4. Patricia A. Alexander
5. David N. Rapp
6. E. Michael Nussbaum
7. Ivar Bråten
8. B. Hofer

Citations in the corpus

• Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments (2020, background): “Preprocessing is often based on automatic impressions with lay people giving no real thought to these influencing characteristics (e.g., ignoring a source’s trustworthiness and/or expertise; Braasch & Bråten, 2017; Wineburg, 1991).”
• Toward an Integrated Framework of Multiple Text Use (2019, background): “Moreover, evaluations facilitate the reconciliation of conflicts across texts by helping students to determine who to believe, when texts conflict (Braasch & Bråten, 2017; Braasch, Rouet, Vibert, & Britt, 2012; Stadtler & Bromme, 2014).”
• Can’t We Just Disregard Fake News? The Consequences of Exposure to Inaccurate Information (2018, background): “Finally, several recent models focus on the cognitive processes underlying people’s noticing of inaccuracies (Braasch & Bråten, 2017; Kendeou & O’Brien, 2014).”