Jennifer G. Cromley
Developmental and Educational Psychology · 2004–2019
A researcher in the Science corpus: 14 papers; trusts 51 researchers and is trusted by 33 researchers here, as inferred from the citation graph.
Subfields
- Developmental and Educational Psychology — 153 citations into it; #409 of 8,223 by trust here, #206 by citations
- Education — 125 citations into it; #1,367 of 11,309 by trust here, #1,313 by citations
- Experimental and Cognitive Psychology — 119 citations into it; #6,553 of 9,731 by trust here, #2,504 by citations
- Social Psychology — 70 citations into it
- Artificial Intelligence — 45 citations into it; #20,632 of 35,345 by trust here, #12,580 by citations
- Safety Research — 33 citations into it; #3,937 of 5,829 by trust here, #1,460 by citations
- Statistics and Probability — 22 citations into it; #5,195 of 12,932 by trust here, #3,703 by citations
- Language and Linguistics — 7 citations into it
Whom Jennifer G. Cromley trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Roger Azevedo
- Danielle S. McNamara
- Catherine E. Snow
- Philip H. Winne
- P. Pintrich
- Kirsten R. Butcher
- Krista R. Muis
- Terrell Lamont Strayhorn
- Michelene T. H. Chi
- K. Stanovich
Who trusts Jennifer G. Cromley overall
- Y. Kim
- Roger Azevedo
- Amy M. Elleman
- Jeffrey Alan Greene
- B. Zimmerman
- Panayiota Kendeou
- Lindsey E. Snyder-Hogan
- Yusra Ahmed
- Ernesto Panadero
- E. Rosenzweig
Papers from Jennifer G. Cromley's perspective
Ordered by how strongly the researchers Jennifer G. Cromley trusts endorse each paper. Same corpus, a different order for every researcher.
- Eliciting Self-Explanations Improves Understanding
- Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
- Self-regulated learning viewed from models of information processing.
- Constructing inferences during narrative text comprehension.
- SERT: Self-Explanation Reading Training
- Reading for Understanding: Toward an R&D Program in Reading Comprehension
- Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.
- Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia
- Intrinsic Motivation and Self-Determination in Human Behavior
- Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART
Their papers
- Testing and refining the direct and inferential mediation model of reading comprehension (2007) — 613 citations
- Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement (2019) — 98 citations
- Undergraduate STEM Achievement and Retention (2016) — 113 citations
- Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014) — 121 citations
- The role of identity development, values, and costs in college STEM retention (2014) — 582 citations
- English Language Learners' Access to and Attainment in Postsecondary Education. (2013) — 136 citations
- Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension. (2010) — 233 citations
- Cognitive activities in complex science text and diagrams (2010) — 173 citations
- Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment (2009) — 97 citations
- Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008) — 371 citations
- Self-report of reading comprehension strategies: What are we measuring? (2007) — 139 citations
- Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005) — 333 citations
- Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004) — 501 citations
- Does training on self-regulated learning facilitate students' learning with hypermedia? (2004) — 879 citations