Reference health
Thinking About Global Warming: Effect of Policy-Related Documents and Prompts on Learning About Causes of Climate Change
37/37 checkable references clean · checked 2026-07-23
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
16 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
The 37 checked references that resolve
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The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model
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Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
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Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information
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FACILITATING TEXTUAL INTEGRATION WITH MACRO-STRUCTURE FOCUSING TASKS
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The effects of tasks on integrating information from multiple documents.
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Effects of 'Seductive Details' on Macroprocessing and Microprocessing in Adults and Children
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Summary versus argument tasks when working with multiple documents: Which is better for whom?
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Influences of Stimulating Tasks on Reading Motivation and Comprehension
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How seductive details do their damage: A theory of cognitive interest in science learning.
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Toward Automatic Inference of Causal Structure in Student Essays
resolves10.1016/0304-422X(80)90013-3
Learning from text, levels of comprehension, or: Why anyone would read a story anyway
resolves10.1007/s11251-007-9041-6
Comprehension of relations among controversial texts: effects of external strategy use
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The Impact of Presentation Format, Task Assignment, and Prior Knowledge on Students' Comprehension of Multiple Online Documents
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Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence.
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Text Belief Consistency Effects in the Comprehension of Multiple Texts With Conflicting Information
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Epistemic metacognition in context: evaluating and learning online information
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Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
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The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing.
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Interpreting popular reports of science: what happens when the reader's world meets the world on paper?
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Revisiting the Conceptualization, Measurement, and Generation of Interest
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An examination of the seductive details effect in terms of working memory capacity
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Reading multiple texts about climate change: The relationship between memory for sources and text comprehension
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A fair and balanced look at the news: What affects memory for controversial arguments?☆
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Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
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Writing to Learn from Multiple-Source Inquiry Activities in History
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The Effects of ‘Playing Historian’ on Learning in History
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Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text.
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The 16 references without a DOI — listed, not checked
no DOI — not checkedAchieve, Inc. (2013). Next generation science standards. Washington, DC: National Academies Press.
no DOI — not checkedCohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
no DOI — not checkedCouncil of Chief State School Officers. (2010). The common core standards for English language arts and literacy in history/social studies and science and technical subjects. Washington, DC: National Governors Association for Best Practices. Retrieved from http://www.corestandards.org.
no DOI — not checkedGarner, R., Brown, R., Sanders, S. & Menke, D. J. (1992). “Seductive details” and learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 239–254). Hillsdale, NJ: Lawrence Erlbaum Associates.
no DOI — not checkedGriffin, T. D. & Ohlsson, S. (2001). Beliefs versus knowledge: A necessary distinction for explaining, predicting, and assessing conceptual change. In J. D. Moore & K. Stenning (Eds.), Proceedings of the 23rd annual conference of the Cognitive Science Society (pp. 264–369). Mahwah, NJ: Lawrence Erlbaum Associates.
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no DOI — not checkedGriffin, T. D. & Wolfe, M. (in press). Beliefs and discourse processing. To appear in M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), Handbook of Discourse Processes (2nd ed.). Taylor & Francis–Routledge.
no DOI — not checkedHidi, S., Ainley, M., Berndorff, D. & Del Favero, L. (2007). The role of interest and self-efficacy in science-related expository writing. In G. Rijlaarsdam (Series Ed.), P. Boscolo, & S. Hidi (Volume Eds.), Studies in writing: Vol. 19. Writing and motivation (pp. 203–217). Oxford, UK: Elsevier.
no DOI — not checkedHidi, S. & Anderson, V. (1992). Situational interest and its impact on reading expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215–238). Hillsdale, NJ: Lawrence Erlbaum Associates.
no DOI — not checkedKintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
no DOI — not checkedRouet, 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). Charlotte, NC: Information Age.
no DOI — not checkedSchooler, T. E., Kennet, J., Wiley, J. & Voss, J. F. (1996). On the processing of political editorials. In R. J. Kreuz & M. S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 445–459). Norwood, NJ: Ablex.
no DOI — not checkedShoenbach, R. & Greenleaf, C. (2009). Fostering adolescents' engaged academic literacy. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 98–121). New York, NY: The Guilford Press.
no DOI — not checkedVan Dijk, T. A. & Kintsch, W. (1983). Strategies of discourse comprehension. New York, NY: Academic Press.
no DOI — not checkedWiley, 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.
no DOI — not checkedWiley, J., Britt, M. A., Griffin, T. D., Steffens, B. & Project READi (2012). Approaching reading for understanding from multiple sources in history and science: initial studies. Presented at the 96th annual meeting of the American Educational Research Association, Vancouver, BC, April 13–April 17.
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