Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Richter, Tobias; Maier, Johanna

doi:10.1080/00461520.2017.1322968

Cited by 150 publications

(172 citation statements)

References 80 publications

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“…As noted previously, the development of the CAEM was a response to the primarily cognitive emphasis of previous models and sub-models of multiple-document comprehension (e.g., Braasch & Bråten, 2017;Brand-Gruwel & van Strien, 2018;Perfetti et al, 1999;. As such, the CAEM can been considered a valuable and potentially fruitful contribution to the field, consistent with a number of studies indicating that individual differences in the affective domain related to interest, attitudes, and emotions are associated with multiple-document comprehension (e.g., Bråten, Anmarkrud, Brandmo, & Strømsø, 2014;Kobayashi, 2014;Mason, Scrimin, Tornatora, & Zaccoletti, 2017;Richter & Maier, 2017;Strømsø & Bråten, 2009;Trevors, Muis, Pekrun, Sinatra, & Muijselaar, 2017; van Strien, Brand-Gruwel, & Boshuizen, 2014). Alexander (2017, 2018) also cited some prior studies that seemed to provide empirical support for the four different CAEM profiles (Kiili, Laurinen, & Marttunen, 2008;Lawless & Kulikowich, 1996).…”

Section: The Cognitive Affective Engagement Model (Caem)supporting

confidence: 54%

“…Specifically, affective engagement has been lacking in prior models (e.g., Brand-Gruwel & van Strien, 2018;. However, although interest and attitudes are certainly relevant for students' reading of multiple texts (e.g., Richter & Maier, 2017;Strømsø & Bråten, 2009;van Strien et al, 2014), other variables in the affective domain have also been demonstrated to affect reading of single and multiple texts (Mason et al, 2017;Wigfield, Gladstone, & Turci, 2016). Accordingly, Britt et al (2018) suggested including several additional variables related to achievement goals, task values, and self-beliefs in their recent RESOLV model.…”

Section: Discussionmentioning

confidence: 99%

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Profiles of warm engagement and cold evaluation in multiple-document comprehension

2020

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We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model's assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.

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Section: The Cognitive Affective Engagement Model (Caem)supporting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Profiles of warm engagement and cold evaluation in multiple-document comprehension

2020

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“…This might also increase the amount of variance explained in multiple‐document comprehension. The additional skills considered should be cognitive, linguistic, and motivational in nature (Bråten et al ., ; Davis et al ., ; List & Alexander, ; see also Richter & Maier, ). In particular, since measures of vocabulary and morphosyntactic knowledge have been shown to be relevant predictors of multiple‐document comprehension in 5th–7th graders (Davis et al ., ), these measures should be considered in future studies.…”

Section: Discussionmentioning

confidence: 95%

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4^th graders’ multiple‐document comprehension

Florit

Cain

Masón

2019

Brit J of Edu Psychol

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Background Children's comprehension of single texts relies on both foundational and higher‐level skills. These are also assumed to support multiple‐document comprehension, but their relative importance has not been examined, to date. Multiple‐document comprehension additionally requires the identification and use of information about each document's source. Aims This study examined multiple‐document comprehension in primary school‐aged children. It sought to determine the relative importance of skills proposed to be common to both single‐text and multiple‐document comprehension (word reading fluency, verbal working memory, comprehension monitoring) and specific to the latter (source use). Single‐text comprehension and prior topic knowledge were considered as moderator and control. Sample Participants were 94 children in the fourth year (mean age = 9; 7 years; 52% females). Methods Children read three documents on each of two topics (chocolate and video games). Multiple‐document comprehension and source use were assessed through short essays. Independent measures of the fundamental and higher‐level skills were used. Results There was a significant direct and indirect influence of word reading fluency on comprehension of multiple documents on videogames and also an indirect influence of comprehension monitoring. Indirect influences of word reading fluency and comprehension monitoring on multiple‐document comprehension for both topics were also apparent. Verbal working memory was not a unique predictor. When source information was identified, it was included to support the argument in the composition. Conclusions Efficient word reading, comprehension monitoring, and single‐text comprehension are important for multiple‐document comprehension in young readers. Implications of these findings and differences between the two document sets are discussed.

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“…Readers evaluate information in texts that is consistent with their beliefs as more plausible than information that is inconsistent with their beliefs (Richter & Maier, 2017).…”

Section: Text-belief Consistency Effectmentioning

confidence: 99%

“…According to Richter and Maier (2017), epistemic monitoring (i.e., a routine and continuously operating process in the evaluation of incoming information for internal consistency and plausibility) serves as a filtering device in reading comprehension. Information consistent with current beliefs acquires a processing advantage over inconsistent information in comprehension and memory.…”

Section: Information Overloadmentioning

confidence: 99%

A Social Machine for Transdisciplinary Research

G Lebow

2018

InformingSciJ

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Aim/Purpose: This paper introduces a Social Machine for collaborative sensemaking that the developers have configured to the requirements and challenges of transdisciplinary literature reviews. Background: Social Machines represent a promising model for unifying machines and social processes for a wide range of purposes. A development team led by the author is creating a Social Machine for activities that require users to combine pieces of information from multiple online sources and file types for various purposes. Methodology: The development team has applied emergent design processes, usability testing, and formative evaluation in the execution of the product road map. Contribution: A major challenge of the digital information age is how to tap into large volumes of online information and the collective intelligence of diverse groups to generate new knowledge, solve difficult problems, and drive innovation. A Transdisciplinary Social Machine (TDSM) enables new forms of interactions between humans, machines, and online content that have the potential to (a) improve outcomes of sensemaking activities that involve large collections of online documents and diverse groups and (b) make machines more capable of assisting humans in their sensemaking efforts. Findings: Preliminary findings suggest that TDSM promotes learning and the generation of new knowledge. Recommendations for Practitioners: TDSM has the potential to improve outcomes of literature reviews and similar activities that require distilling information from diverse online sources. Recommendation for Researchers: TDSM is an instrument for investigating sensemaking, an environment for studying various forms of human and machine interactions, and a subject for further evaluation. Impact on Society: In complex areas such as sustainability and healthcare research, TDSM has the potential to make decision-making more transparent and evidence-based, facilitate the production of new knowledge, and promote innovation. In education, TDSM has the potential to prepare students for the 21st century information economy. Future Research: Research is required to measure the effects of TDSM on cross-disciplinary communication, human and machine learning, and the outcomes of transdisciplinary research projects. The developers are planning a multiple case study using design-based research methodology to investigate these topics.

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Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Cited by 150 publications

References 80 publications

Profiles of warm engagement and cold evaluation in multiple-document comprehension

Profiles of warm engagement and cold evaluation in multiple-document comprehension

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4^th graders’ multiple‐document comprehension

A Social Machine for Transdisciplinary Research

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Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

Cited by 150 publications

References 80 publications

Profiles of warm engagement and cold evaluation in multiple-document comprehension

Profiles of warm engagement and cold evaluation in multiple-document comprehension

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4th graders’ multiple‐document comprehension

A Social Machine for Transdisciplinary Research

Contact Info

Product

Resources

About

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4^th graders’ multiple‐document comprehension