Modeling and measuring epistemic cognition: A qualitative re-investigation

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Educating Critical Thinkers (2016, background): “Overall, much of the research on epistemic cognition skills, including both general and discipline-specific investigations (Buehl & Alexander, 2002; Greene & Yu, 2014; Hofer, 2000; Muis et al., 2006) group into three types of justification, including (a) testimony from reliable sources, (b) the use…”
Understanding and Promoting Thinking About Knowledge (2016, background): “…(e.g., DeBacker, Crowson, Beesley, Thoma, & Hestevold, 2008); and (d) there is a domain-specific and even task-specific aspect of epistemic cognition, according to a growing corpus of findings (e.g., Buehl, Alexander, & Murphy, 2002; Greene & Yu, 2014; Hofer, 2000, 2004; Muis et al., 2006).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “…under adaptive conditions (e.g., Burr & Hofer, 2002; Conley et al., 2004; Hofer & Bendixen, 2012), middleschool and high-school students showing adept epistemic cognition (Elby & Hammer, 2010; Greene & Yu, 2014) and many adults displaying “naïve” epistemic cognition (e.g., Schommer, 1990).”