The CAEB: An instrument for measuring connotative aspects of epistemological beliefs

By Elmar Stahl, Rainer Bromme. 2007

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/70e3ffe26a41e761f2c9127bbb547ca62e3762fd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “Semantic differential measures (Stahl & Bromme, 2007), where participants rate their degree of agreement with opposed adjective pairs, may be easier for students to complete accurately.”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, methodology): “As shown by others (Stahl and Bromme 2007; Trautwein and Lüdtke 2007), epistemic beliefs may differ considerably across scientific topics.”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “That said, several researchers have lately started to focus on topic-specific personal epistemology (Kienhues, Bromme, & Stahl, 2008; Pieschl, Stahl, & Bromme, 2008; Stahl & Bromme, 2007; Trautwein & Lüdtke, 2007).”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “In addition, recent evidence indicates that students also hold epistemic beliefs regarding specific topics or delimited subject areas within academic domains (Bråten, Gil, et al., 2009; Stahl & Bromme, 2007; Trautwein & Lüdtke, 2007).”
Epistemic metacognition in context: evaluating and learning online information (2010, background): “This adds to what we already know about the relationship between domain-general and domain-specific epistemic beliefs (Buehl et al. 2002; Muis et al. 2006; Stahl and Bromme 2007 ).”
Understanding and Promoting Thinking About Knowledge (2016, methodology): “This research has led to the use of topic-specific questionnaires (Bråten, Gil, Strømsø, & Vidal-Abarca, 2009; Stahl & Bromme, 2007; Trautwein & Lüdtke, 2007) or think-aloud methodology (Ferguson, Bråten, & Strømsø, 2012; Hofer, 2004; Mason, Ariasi, & Boldrin, 2011; Mason & Boldrin, 2008; Mason,…”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “More recently, researchers have argued that epistemic cognition can vary by topic as well (Bråten et al., 2008; Bråten, Gil, Strømsø, & Vidal-Abarca, 2009; Stahl & Bromme, 2007; Trautwein & Lüdtke, 2007).”
Dealing With Uncertainty: Readers' Memory for and Use of Conflicting Information From Science Texts as Function of Presentation Format and Source Expertise (2013, methodology): “Epistemic beliefs were measured with the Connotative Aspects of Epistemic Beliefs (CAEB) inventory (Stahl & Bromme, 2007).”