The Effects of Tasks on Integrating Information From Multiple Documents

By Raquel Cerdán, Eduardo Vidal-Abarca. 2008

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cb3d9b05bb079a021e777001dc581eea332b4bd0

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

RESOLV: Readers' Representation of Reading Contexts and Tasks (2017, background): “(2001) asked a small group of university students (nD10) to read a lengthy text on the history of atomic models and to use it to answer a set of questions. The text was presented on a computer screen in one long, scrolling window. In addition, only section headers were directly visible. The paragrap”
Trends in Research on Writing as a Learning Activity (2016, unknown): “…such as argumentation and explanation, which require an integrated product different in genre from the source texts, contribute more to learning than tasks in which the product is in the same genre as the source texts (Britt & Rouet, 2012; Cerdán & Vidal-Abarca, 2008; Wiley and Voss, 1996, 1999).”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “It should be noted that history is not the only domain that has been focused in research on the understanding of multiple texts (eg, see Braten & Stromso, 2003, 2006a, 2006b; Cerdan & Vidal-Abarca, 2008 ; M.”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “However, less is known about processes of comprehension and integration when trying to describe or explain scientific or social phenomena ( Braten & Stromso, 2003 ; Cerdan & Vidal-Abarca, 2008 ), goals present in many academic settings, especially in science and social studies courses in high schoo”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, unknown): “…research in several other domains, such as law (Strømsø & Bråten, 2002), medicine (Sanchez, Wiley, & Goldman, 2006; Stadtler & Bromme, 2008), biology (Cerdán & Vidal-Abarca, 2008), geology (Wiley et al., 2009), climatology (Bråten, Strømsø, & Britt, 2009; Strømsø, Bråten, & Britt, 2010), and…”
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension (2013, background): “…evidence that efficient decoding and comprehension skills are necessary but not sufficient to account for students’ performance in complex functional text-based activities (see, e.g., Cerdan & Vidal-Abarca, 2008; Goldman et al., 2009; Bråten, Strømsø, & Britt, 2009; Stadtler & Bromme, 2007).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Within this literature, researchers have assessed multiple text comprehension and integration in a variety of ways, through students’ responses both to objectively scored questions and to writing prompts (Bra ten et al., 2009; Cerd an & Vidal-Abarca, 2008; Wiley & Voss, 1999).”
Cognitive activities in complex science text and diagrams (2010, unknown): “These have been variously termed low-level, surface, shallow, or text-based strategies and include highlighting, re-reading, and single-sentence paraphrases (Alexander, Sperl, Buehl, Fives, & Chiu, 2004; Cerdan & Vidal-Abarca, 2008; Meece & Miller, 2001; Weinstein, Husman, & Dierking, 2000).”