When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing

By Ivar Bråten, Helge I. Strømsø. 2010

114 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/edaf49ce65bc7ea2894d9089cad2952141e1c7f4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “For example, such topic-specific epistemic beliefs have been shown to uniquely predict comprehension when students read texts about the same topics (Bråten & Strømsø, 2010; Bråten, Strømsø, & Samuelstuen, 2008; Strømsø, Bråten, & Samuelstuen, 2008).”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “Also focusing on epistemic beliefs concerning the certainty of knowledge, Bråten and Strømsø (2010a) found that the effect of reading task was moderated by undergraduate students’ beliefs, with students considering knowledge to be tentative more able to profit from argument tasks than were…”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “At least two scales have been developed with items focused predominantly on reliable processes of knowledge formation (Braten & Stromso, 2010 ; Kimmel & Volet, 2010 ).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, result): “In many studies, higher scores on the measure indicated less availing or “naïve” epistemic cognition (e.g., Arslantaş, 2015; Scevak & Cantwell, 2001), whereas for other studies the opposite was true (e.g., Bråten & Strømsø, 2010; Muis et al., 2015).”
Dealing With Uncertainty: Readers' Memory for and Use of Conflicting Information From Science Texts as Function of Presentation Format and Source Expertise (2013, methodology): “We considered entering them as covariates, because previous research has revealed an influence of both variables on multiple document comprehension (e.g., Bråten & Strømsø, 2006, 2009).”