References
Baron, J. (1985). Rationality and intelligence. Cambridge, England: Cambridge University Press.
Bennington, J. B. (2009). The Carbon Cycle and Climate Change. Cengage Learning.
Bråten, I., Britt, M.A., Strømsø, H.I., & Rouet, J.F. (2011). The role of epistemic beliefs in the
comprehension of multiple expository texts: Towards an integrated model. Educational
Psychologist, 46, 48-70.
Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on the
understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.
Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source evaluation in
students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44,
6–28.
Britt, M.A., Perfetti, C.A., Sandak, R., & Rouet, J-F. (1999). Content integration and source separation in
learning from multiple texts. In S. R. Goldman, A. C. Graesser, & P. van den Broek (Eds.). Narrative
comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 209-233). Mahwah, NJ:
Lawrence Erlbaum Associates.
Britt, M.A., & Rouet, J-F. (2012). Learning with multiple documents: Component skills and their
acquisition. In M.J. Lawson & J.R. Kirby (Eds.), The Quality of Learning: Dispositions, Instruction, and
Mental Structures. Cambridge University Press.
Cerdán, R., Vidal-Abarca, E. (2008). The effects of tasks on integrating information from multiple
documents. Journal of Educational Psychology, 100, 209-222.
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and
repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 5, pp. 161-238).
Mahwah, NJ: Erlbaum.
Conley, A. M., Pintrich, P. R., Vekiri, J., & Harrison, D. (2004). Changes in epistemological beliefs in
elementary science students. Contemporary Educational Psychology, 29, 186–204.
Goldman, S .R., Braasch, J. L .G., Wiley, J., Graesser, A. C., & Brodowinska, K. (in press). Comprehending
and learning from Internet sources: Processing patterns of better and poorer learners. Reading
Research Quarterly.
Griffin, T. D. (2008). Faith: serving emotional epistemic goals rather than evidence coherence. In V.
Sloutsky, B. Love, and K. McRae (Eds.), Proceedings of the 30th Annual Conference of the Cognitive
Science Society, pp. 2059-2064. Austin, TX: Cognitive Science Society, Inc.
Griffin, T. D., & Ohlsson, S. (2001). Beliefs versus knowledge: A necessary distinction for explaining,
predicting and assessing conceptual change 364-369 In J. D. Moore and K. Stenning (Eds.),
Proceedings of the 23rd Annual Conference of the Cognitive Science Society, pp. 364-369. Austin, TX:
Cognitive Science Society, Inc.
Griffin, T. D., Wiley, J., & Thiede, K. W. (2008). Individual differences, rereading, and self-explanation:
Concurrent processing and cue validity as constraints on metacomprehension accuracy. Memory &
Cognition, 36, 93-103.
Hofer, B. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues,
new models. International Journal of Educational Research. 45, 85-95.
Kintsch, W. (1994). Learning from text. American Psychologist, 49, 294–303.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production.
Psychological Review, 85, 363-394.
Kokis, J., Macpherson, R., Toplak, M., West, R. F., & Stanovich, K. E. (2002). Heuristic and analytic
processing: Age trends and associations with cognitive ability and cognitive styles. Journal of
Experimental Child Psychology, 83, 26-52.
Mason, L., Boldrin, A., & Ariasi, N. (2010). Epistemic metacognition in context: Evaluating and learning
online Information. Metacognition and Learning, 5, 67–90.
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domainspecificity in personal
epistemology research: Philosophical and empirical questions in the development of a theoretical
model. Educational Psychology Review, 18, 3-54.
Perfetti, C.A., Rouet, J-F., & Britt, M.A. (1999). Towards a theory of documents representation. In H. van
Oostendorp & S.R. Goldman (Eds.) The Construction of Mental Representations during Reading (pp.
99-122). Mahwah, NJ: Lawrence Erlbaum Associates.
Rouet, J-F., & Britt, M.A. (2011). Relevance processes in multiple document comprehension. In M.T.
McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19 - 52 ).
Greenwich, CT: Information Age Publishing.
Sá , W., Kelley, C., Ho, C., & Stanovich, K. E. (2005). Thinking about personal theories: individual
differences in the coordination of theory and evidence. Personality and Individual Differences, 38,
1149-1161.
Sá, W. C., West, R. F., & Stanovich, K. E. (1999). The domain specificity and generality of belief bias:
Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 91, 497-510.
Sanchez, C., & Wiley, J. (2006) Effects of working memory capacity on learning from illustrated text.
Memory & Cognition, 34, 344-355
Sanchez, C., & Wiley, J. (2009). To scroll or not to scroll: Interactions of text presentation and working
memory capacity. Human Factors, 51, 730-738.
Sanchez, C. A., Wiley, J., & Goldman, S. R. (2006). Teaching students to evaluate source reliability during
internet research tasks. Proceedings of the 7th International Conference of the Learning Sciences,
Bloomington, IN.
Stanovich, K. E. (2012). On the distinction between rationality and intelligence: Implications for
understanding individual differences in reasoning. In K. Holyoak & R. Morrison (Eds.) (pp. 343-365),
The Oxford handbook of thinking and reasoning. New York: Oxford University Press.
Stanovich, K. E., & West, R. F. (1997). Reasoning independently of prior belief and individual differences
in actively open-minded thinking. Journal of Educational Psychology, 89, 342-357.
Stanovich, K. E., & West, R. F. (1998). Individual differences in rational thought. Journal of Experimental
Psychology: General, 127, 161-188.
Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events.
Journal of Memory and Language, 24, 595–611.
Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the
literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398.
West, R. F. Stanovich, K. E., & Toplak, M. E. (2008). Heuristics and biases as measures of critical thinking:
Associations with cognitive ability and thinking dispositions, Journal of Educational Psychology, 100,
930-941.
Wiley, J., Ash, I.K., Sanchez, C.A., & Jaeger, A. (2011). Clarifying readers’ goals for learning from
expository science texts. In M. McCrudden, J. Magliano, & G. Schraw (Eds.), Text relevance and
learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing.
Wiley, J., Goldman, S., Graesser, A., Sanchez. C., Ash, I., & Hemmerich, J. (2009). Source evaluation,
comprehension, and learning in internet science inquiry tasks. American Educational Research
Journal, 46, 1060-1106.
Wiley, J., Griffin, T. D., & Thiede, K. W. (2005). Putting the comprehension in meta-comprehension.
Journal of General Psychology, 132, 408-428.
Wiley, J., & Voss, J. F. (1996). The effects of "playing" historian on learning in history. Applied Cognitive
Psychology, 10, 63-72.
Wiley, J., & Voss, J. F. (1999) Constructing arguments from multiple sources: Tasks that promote
understanding and not just memory for text. Journal of Educational Psychology, 91, 301-311.