Helge I. Strømsø

Developmental and Educational Psychology · 2003–2018

A researcher in the Science corpus: 21 papers; trusts 64 researchers and is trusted by 39 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 330 citations into it; #306 of 8,223 by trust here, #157 by citations
• Education — 266 citations into it; #432 of 11,309 by trust here, #275 by citations
• Experimental and Cognitive Psychology — 76 citations into it; #8,359 of 9,731 by trust here, #5,221 by citations
• Sociology and Political Science — 55 citations into it; #6,287 of 22,756 by trust here, #5,006 by citations
• Artificial Intelligence — 40 citations into it; #19,010 of 35,345 by trust here, #16,166 by citations
• Information Systems — 33 citations into it
• Literature and Literary Theory — 25 citations into it; #1,309 of 2,496 by trust here, #986 by citations
• Statistics and Probability — 23 citations into it

Whom Helge I. Strømsø trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. B. Hofer
2. Ivar Bråten
3. Jean-François Rouet
4. Susan R. Goldman
5. Michelle Buehl
6. J. Guthrie
7. Patricia A. Alexander
8. Marit S. Samuelstuen
9. M. A. Britt
10. P. Pintrich

Who trusts Helge I. Strømsø overall

1. Ivar Bråten
2. Jeffrey Alan Greene
3. Alexandra List
4. Laura Gil
5. Leila E. Ferguson
6. E. Fox
7. Patricia A. Alexander
8. Johanna Maier
9. Ø. Anmarkrud
10. Sarit Barzilai

Papers from Helge I. Strømsø's perspective

Ordered by how strongly the researchers Helge I. Strømsø trusts endorse each paper. Same corpus, a different order for every researcher.

1. Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
2. Protocol Analysis: Verbal Reports as Data
3. Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
4. An Integrative Approach to Personal Epistemology: A Guiding Model
5. Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text.
6. SERT: Self-Explanation Reading Training
7. Eliciting Self-Explanations Improves Understanding
8. Measuring Self-Regulated Learning
9. Epistemic Metacognition in the Context of Information Searching on the Web
10. Relevance and Goal-Focusing in Text Processing

Their papers

• Trust and mistrust when students read multiple information sources about climate change (2011) — 222 citations
• Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009) — 154 citations
• Promoting secondary school students’ evaluation of source features of multiple documents (2013) — 123 citations
• Spontaneous Sourcing Among Students Reading Multiple Documents (2013) — 140 citations
• Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018) — 133 citations
• Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension (2014) — 169 citations
• Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents (2014) — 229 citations
• Justification beliefs and multiple-documents comprehension (2013) — 95 citations
• Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation (2013) — 117 citations
• Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict (2013) — 84 citations
• Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study. (2012) — 154 citations
• The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011) — 340 citations
• Measuring strategic processing when students read multiple texts (2011) — 118 citations
• Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010) — 86 citations
• Summary versus Argument Tasks when Working with Multiple Documents: Which Is Better for Whom?. (2010) — 157 citations
• Reading multiple texts about climate change: The relationship between memory for sources and text comprehension (2010) — 209 citations
• When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010) — 114 citations
• Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding (2008) — 124 citations
• Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts (2008) — 151 citations
• Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals. (2004) — 237 citations