Ivar Bråten

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Publikasjoner

  • Andresen, Anette; Anmarkrud, Øistein; Salmerón, Ladislao & Bråten, Ivar (2019). Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context. Frontline Learning Research.  ISSN 2295-3159.  7(3), s 1- 26 . doi: 10.14786/flr.v7i3.451
  • Anmarkrud, Øistein; Andresen, Anette; Bråten, Ivar & Bråten, Ivar (2019). Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues. Educational Psychologist.  ISSN 0046-1520.  54(2), s 61- 83 . doi: 10.1080/00461520.2018.1554484
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data. Reading Research Quarterly.  ISSN 0034-0553. . doi: 10.1002/rrq.253
  • Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context. Contemporary Educational Psychology.  ISSN 0361-476X.  59 . doi: 10.1016/j.cedpsych.2019.101797
  • Andresen, Anette; Anmarkrud, Øistein & Bråten, Ivar (2018). Investigating multiple source use among students with and without dyslexia. Reading and writing.  ISSN 0922-4777.  32(5), s 1149- 1174 . doi: 10.1007/s11145-018-9904-z Fulltekst i vitenarkiv.
  • Braasch, Jason L. G.; Bråten, Ivar & McCrudden, Matthew T. (2018). Introduction to research on multiple source use., In Jason L.G. Braasch; Ivar Bråten & Matthew T. McCrudden (ed.),  Handbook of multiple source use.  Routledge.  ISBN 9781315627496.  1.  s 1 - 13
  • Braasch, Jason L. G.; McCrudden, Matthew T. & Bråten, Ivar (2018). Reflections and future directions, In Jason L.G. Braasch; Ivar Bråten & Matthew T. McCrudden (ed.),  Handbook of multiple source use.  Routledge.  ISBN 9781315627496.  29.  s 527 - 538
  • Brandmo, Christian & Bråten, Ivar (2018). Investigating relations between beliefs about justification for knowing,interest, and knowledge across two socio-scientific topics. Learning and Individual Differences.  ISSN 1041-6080.  62, s 89- 97 . doi: 10.1016/j.lindif.2018.01.010 Fulltekst i vitenarkiv.
  • Brandmo, Christian; Bråten, Ivar & Schewe, Olav Engelbreth (2018). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education.  ISSN 1381-2890.  22(1), s 43- 61 . doi: 10.1007/s11218-018-9461-y
  • Bråten, Ivar & Braasch, Jason L. G. (2018). The role of conflict in multiple source use., In Jason L.G. Braasch; Ivar Bråten & Matthew T. McCrudden (ed.),  Handbook of multiple source use.  Routledge.  ISBN 9781315627496.  11.  s 184 - 201
  • Bråten, Ivar; Brandmo, Christian & Kammerer, Yvonne (2018). A validation study of the Internet-specific Epistemic Justification Inventory with Norwegian preservice teachers. Journal of educational computing research.  ISSN 0735-6331.  57(4), s 877- 900 . doi: 10.1177/0735633118769438 Fulltekst i vitenarkiv.
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). What really matters: The role of behavioural engagement in multiple document literacy tasks.. Journal of Research in Reading.  ISSN 0141-0423.  41(4), s 680- 699 . doi: 10.1111/1467-9817.12247
  • Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Task- Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use. Reading Research Quarterly.  ISSN 0034-0553.  53(3), s 345- 365 . doi: 10.1002/rrq.197
  • Bråten, Ivar; Stadtler, Marc & Salmerón, Ladislao (2018). The role of sourcing in discourse comprehension, In Michael F. Schober; David N. Rapp & M. Anne Britt (ed.),  The Routledge handbook of discourse processes.  Routledge.  ISBN 978-1-138-92009-5.  9.  s 141 - 166
  • Ferguson, Leila Eve & Bråten, Ivar (2018). Student teachers' beliefs about learning, teaching, and teaching knowledge: A qualitative study. Teacher Education & Practice.  ISSN 0890-6459.  31(3), s 348- 365
  • Lombard, Jordan; Amadieu, Franck; Bråten, Ivar & van de Leemput, Cecile (2018). Reading multiple documents on tablet: Effects of applications and strategic guidance on performance and acceptance., In Panayiotis Zaphiris & Andri Ioannou (ed.),  Learning and Collaboration Technologies. Design, Development and Technological Innovation 5th International Conference, LCT 2018, Held as Part of HCI International 2018, Las Vegas, NV, USA, July 15-20, 2018, Proceedings, Part I.  Springer Nature.  ISBN 978-3-319-91742-9.  Kapittel.  s 157 - 169
  • Salmerón, Ladislao; Gil, Laura & Bråten, Ivar (2018). Effects of reading real versus print-out versions of multiple documents on students? sourcing and integrated understanding. Contemporary Educational Psychology.  ISSN 0361-476X.  52, s 25- 35 . doi: 10.1016/j.cedpsych.2017.12.002
  • Salmerón, Ladislao; Gil, Laura & Bråten, Ivar (2018). Using eye-tracking to assess sourcing during multiple document reading: A critical analysis. Frontline Learning Research.  ISSN 2295-3159.  6(3), s 105- 122 . doi: 10.14786/flr.v6i3.368
  • Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and writing.  ISSN 0922-4777.  32(2), s 335- 356 . doi: 10.1007/s11145-018-9868-z
  • Andreassen, Rune; Jensen, Magne Skibsted & Bråten, Ivar (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study. Reading and writing.  ISSN 0922-4777.  30(9), s 1891- 1916 . doi: 10.1007/s11145-017-9758-9 Fulltekst i vitenarkiv. Vis sammendrag
  • Braasch, Jason & Bråten, Ivar (2017). The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence. Educational Psychologist.  ISSN 0046-1520.  52(3), s 167- 181 . doi: 10.1080/00461520.2017.1323219 Fulltekst i vitenarkiv.
  • Bråten, Ivar & Braasch, Jason L. G. (2017). Key issues in research on students' critical reading and learning in the 21st century information society., In Clarence Ng & Brendan Bartlett (ed.),  Improving reading and reading engagement in the 21st century: International research and innovation..  Springer.  ISBN 978-981-10-4330-7.  4.  s 77 - 98
  • Bråten, Ivar; Johansen, Roy-Petter K. & Strømsø, Helge Ivar (2017). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading.  ISSN 0141-0423.  40(1), s 17- 36 . doi: 10.1111/1467-9817.12053
  • Bråten, Ivar; Lien, Andreas & Nietfeld, John (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task: A cross-cultural study. Zeitschrift für Psychologie.  ISSN 2190-8370.  225(2), s 146- 156 . doi: 10.1027/2151-2604/a000291
  • Bråten, Ivar; Muis, Krista R & Reznitskaya, Alina (2017). Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist.  ISSN 0046-1520.  52(4), s 253- 269 . doi: 10.1080/00461520.2017.1341319 Fulltekst i vitenarkiv.
  • Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts. Reading Psychology.  ISSN 0270-2711.  38(4), s 417- 437 . doi: 10.1080/02702711.2016.1278417 Fulltekst i vitenarkiv.
  • Strømsø, Helge Ivar & Bråten, Ivar (2017). Students’ trust in research-based results about potential health risks presented in popular media. Bulletin of Science, Technology & Society.  ISSN 0270-4676.  37(1), s 3- 14 . doi: 10.1177/0270467617740495
  • Strømsø, Helge Ivar; Bråten, Ivar & Stenseth, Tonje (2017). The role of students' prior beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology.  ISSN 1901-2276.  69(3), s 127- 142 . doi: 10.1080/19012276.2016.1198270 Fulltekst i vitenarkiv.
  • Trevors, Gregory J.; Kendeou, Panayiota; Bråten, Ivar & Braasch, Jason L.G. (2017). Adolescents' epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology.  ISSN 0361-476X.  49, s 107- 120 . doi: 10.1016/j.cedpsych.2017.01.005 Fulltekst i vitenarkiv.
  • Bråten, Ivar (2016). Epistemic cognition interventions: Issues, challenges, and directions., In Jeffrey A. Greene; William A. Sandoval & Ivar Bråten (ed.),  Handbook of epistemic cognition.  Routledge.  ISBN 978-1-138-01342-1.  22.  s 360 - 371
  • Bråten, Ivar; Salmerón, Ladislao & Strømsø, Helge Ivar (2016). Who Said That? Investigating the Plausibility-Induced Source Focusing Assumption with Norwegian Undergraduate Readers. Contemporary Educational Psychology.  ISSN 0361-476X.  46, s 253- 262 . doi: 10.1016/j.cedpsych.2016.07.004 Fulltekst i vitenarkiv.
  • Bråten, Ivar; Strømsø, Helge Ivar & Andreassen, Ulf Rune (2016). Sourcing in professional education: Do text factors make any difference?. Reading and writing.  ISSN 0922-4777.  s 1- 30 . doi: 10.1007/s11145-015-9611-y
  • Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts, In Peter Afflerbach (ed.),  Handbook of individual differences in reading. Reader, text, and context..  Routledge.  ISBN 978-0-415-65888-1.  6.  s 67 - 79
  • Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (2016). An introduction to epistemic cognition, In Jeffrey A. Greene; William A. Sandoval & Ivar Bråten (ed.),  Handbook of epistemic cognition.  Routledge.  ISBN 978-1-138-01342-1.  1.  s 1 - 15
  • Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (2016). Reflections and future directions., In Jeffrey A. Greene; William A. Sandoval & Ivar Bråten (ed.),  Handbook of epistemic cognition.  Routledge.  ISBN 978-1-138-01342-1.  30.  s 495 - 510
  • Kendeou, Panayiota; Braasch, Jason L. G. & Bråten, Ivar (2016). Optimizing Conditions for Learning: Situating Refutations in Epistemic Cognition. Journal of Experimental Education.  ISSN 0022-0973.  84(2), s 245- 263 . doi: 10.1080/00220973.2015.1027806
  • McCrudden, Matthew; Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). The Effects of Topic Familiarity, Author Expertise, and Content Relevance on Norwegian Students' Document Selection: A Mixed Methods Study.. Journal of Educational Psychology.  ISSN 0022-0663.  108(2), s 147- 162 . doi: 10.1037/edu0000057
  • Sandoval, William A.; Greene, Jeffrey A. & Bråten, Ivar (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition.. Review of Research in Education.  ISSN 0091-732X.  40(1), s 457- 496 . doi: 10.3102/0091732X16669319
  • Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues. Learning and Individual Differences.  ISSN 1041-6080.  47, s 274- 280 . doi: 10.1016/j.lindif.2016.02.005
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology.  ISSN 0144-3410.  36(4), s 638- 657 . doi: 10.1080/01443410.2014.920080
  • Bråten, Ivar; Braasch, Jason; Strømsø, Helge Ivar & Ferguson, Leila Eve (2015). Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology.  ISSN 0270-2711.  36(4), s 315- 349 . doi: 10.1080/02702711.2013.864362
  • Bråten, Ivar & Ferguson, Leila Eve (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  50, s 13- 23 . doi: 10.1016/j.tate.2015.04.003
  • Hagen, Åste Marie Mjelve & Bråten, Ivar (2015). Notatstrategier når studenter leser multiple tekster. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (1), s 28- 41
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences.  ISSN 1041-6080.  30, s 64- 76 . doi: 10.1016/j.lindif.2013.01.007
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Strategisk kildevurdering av multiple tekster: Utbytterikt, men krevende. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  98, s 47- 57
  • Braasch, Jason; Bråten, Ivar; Britt, M. Anne; Steffens, Brent & Strømsø, Helge Ivar (2014). Sensitivity to inaccurate information in health news articles: Potential contributions of readers' topic and epistemic beliefs., In David Rapp & Jason Braasch (ed.),  Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences..  MIT Press.  ISBN 978-0-262-02758-8.  6.  s 117 - 138
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Learning and Individual Differences.  ISSN 1041-6080.  31, s 11- 20 . doi: 10.1016/j.lindif.2013.12.012
  • Bråten, Ivar; Anmarkrud, Øistein; Brandmo, Christian & Strømsø, Helge Ivar (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction.  ISSN 0959-4752.  30, s 9- 24 . doi: 10.1016/j.learninstruc.2013.11.002
  • Bråten, Ivar & Ferguson, Leila Eve (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences.  ISSN 1041-6080.  36, s 124- 130 . doi: 10.1016/j.lindif.2014.10.003
  • Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research.  ISSN 0883-0355.  66, s 1- 12 . doi: 10.1016/j.ijer.2014.01.004
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology.  ISSN 0007-0998.  84(1), s 58- 85 . doi: 10.1111/bjep.12005
  • Hagen, Åste Marie Mjelve; Braasch, Jason & Bråten, Ivar (2014). Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading.  ISSN 0141-0423.  37(1), s S141- S157 . doi: 10.1111/j.1467-9817.2012.01536.x
  • Steffens, Brent; Britt, M. Anne; Braasch, Jason; Strømsø, Helge Ivar & Bråten, Ivar (2014). Memory for Scientific Arguments and Their Sources: Claim-Evidence Consistency Matters. Discourse Processes.  ISSN 0163-853X.  51(1-2), s 117- 142 . doi: 10.1080/0163853X.2013.855868
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' sourcing while reading and writing from multiple web documents. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  2014(2), s 92- 111
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students’ sourcing while reading and writing from multiple web documents. Digital kompetanse.  ISSN 0809-6724.  9(2), s 92- 111
  • Andreassen, Rune & Bråten, Ivar (2013). Teachers' source evaluation self-efficacy predicts their use of relevant source features when evaluating the trustworthiness of web sources on special education. British Journal of Educational Technology.  ISSN 0007-1013.  44(5), s 821- 836 . doi: 10.1111/j.1467-8535.2012.01366.x
  • Andreassen, Rune; Bråten, Ivar & Weinstein, Claire Ellen (2013). Læringsstrategier og selvreguleret læring: Teoretisk beskrivelse, kortlægning og undervisning, I: Mette Johnsen Elbeck (red.),  Feedback og vurdering for læring.  Dafolo forlag.  ISBN 9788772816852.  Kapitel 6.
  • Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: online comprehension processes and offline products. Instructional Science.  ISSN 0020-4277.  41(5), s 873- 894 . doi: 10.1007/s11251-013-9263-8
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology.  ISSN 0361-476X.  38, s 180- 195 . doi: http://www.sciencedirect.com/science/article/pii/S0361476X13000131
  • Bråten, Ivar & Anmarkrud, Øistein (2013). Does naturally occurring comprehension strategies instruction make a difference when students read expository text?. Journal of Research in Reading.  ISSN 0141-0423.  36(1), s 42- 57 . doi: 10.1111/j.1467-9817.2011.01489.x
  • Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2013). Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation. Reading and writing.  ISSN 0922-4777.  26(3), s 321- 348 . doi: 10.1007/s11145-012-9371-x
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education.  ISSN 0256-2928.  28(3), s 879- 902 . doi: 10.1007/s10212-012-0145-2
  • Ferguson, Leila Eve & Bråten, Ivar (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction.  ISSN 0959-4752.  25, s 49- 61 . doi: 10.1016/j.learninstruc.2012.11.003
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research.  ISSN 0883-0355.  62, s 100- 114 . doi: 10.1016/j.ijer.2013.07.001

Se alle arbeider i Cristin

  • Braasch, Jason L.G.; Bråten, Ivar & McCrudden, Matthew T. (ed.) (2018). Handbook of multiple source use. Routledge.  ISBN 9781315627496.  548 s.
  • Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (ed.) (2016). Handbook of epistemic cognition. Routledge.  ISBN 978-1-138-01342-1.  518 s.

Se alle arbeider i Cristin

  • Brandmo, Christian; Bråten, Ivar & Kammerer, Yvonne (2018). A validation study of the Internet-Specific Epistemic Justification Inventory (ISEJ).
  • Brandmo, Christian; Bråten, Ivar & Schewe, Olav (2018). Predictors and mediators of test-anxiety among Norwegian students in upper secondary and higher education.
  • Bråten, Ivar (2018). Thinking about sources of knowledge: An essential aspect of epistemic cognition.
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). The role of behavioral engagement in multiple text reading tasks..
  • Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Task-oriented reading with multiple documents..
  • Lombard, Jordan; Amadieu, Franck; Bråten, Ivar & van de Leemput, Cecile (2018). Acceptance and AER strategy during multiple text comprehension when using iPad pro.
  • Andresen, Anette; Anmarkrud, Øistein & Bråten, Ivar (2017). Investigating multiple source use among students with and without dyslexia.
  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2017). Modeling relations between epistemic cognition, interest, and science knowledge across gender..
  • Brante, Eva Wennås; Strømsø, Helge Ivar; Stang Lund, Elisabeth & Bråten, Ivar (2017). Teaching sourcing in upper-secondary school.
  • Bråten, Ivar; Brandmo, Christian & Yvonne, Kammerer (2017). A validation study of the Internet-specific epistemic justification inventory with Norwegian pre-service teachers.
  • Ferguson, Leila Eve & Bråten, Ivar (2017). Espoused and enacted beliefs about intelligence and teaching among preservice teachers..
  • Kiili, Carita Päivi Susanna; Bråten, Ivar & Leppänen, Paavo H. T (2017). Students engaging in text-based argumentation with online resources.
  • Reznitskaya, Alina; Bråten, Ivar & Muis, Krista R (2017). Professional development in dialogic teaching: The role of epistemic cognition..
  • Salmerón, Ladislao; Gil, Laura & Bråten, Ivar (2017). An integrated approach to measuring multiple source use..
  • Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts..
  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2016). Epistemic cognition and topic interest as predictors of science knowledge.
  • Ness, Cathrine; Anmarkrud, Øistein & Bråten, Ivar (2016). Explicit voice and better text coherence increase comprehension of history textbooks.
  • Ferguson, Leila Eve & Bråten, Ivar (2015). Beliefs about Sources of Knowledge Predict Motivation for Learning in Teacher Education.
  • Strømsø, Helge Ivar; Bråten, Ivar & Andresen, Anette (2015). Hot and cold justifications when students read about controversial health issues.
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension..
  • Bråten, Ivar (2014). Who said that? Investigating the Plausibility-induced Source Focusing Assumption..
  • Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2014). Students' epistemic beliefs and text comprehension: What we believe we know and what we believe we need to know..
  • Bråten, Ivar; Strømsø, Helge Ivar & Ulf Rune, Andreassen (2014). Sourcing in professional education: Do text factors make any difference?.
  • Hagen, Åste Marie Mjelve; Braasch, Jason; Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students' Source Evaluation Skills?.
  • Kendeau, Panayiota; Braasch, Jason & Bråten, Ivar (2014). Learning from expository text: Optimizing conditions for Learning..
  • Stenseth, Tonje; Strømsø, Helge Ivar & Bråten, Ivar (2014). "I remember what the text says but don't really think it's true (when it disagrees with me).".
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' trust in conclusions from socio-scientific texts..
  • Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
  • Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products.
  • Braasch, Jason; Steffens, Brent; Britt, M. Anne; Bråten, Ivar & Strømsø, Helge Ivar (2013). Memory for simple scientific arguments and the sources that convey them: Claim-evidence consistency matters.
  • Bråten, Ivar; Johansen, Roy-Petter & Strømsø, Helge Ivar (2013). Effects of different ways of introducing a reading task on sixth-graders' interest and comprehension.
  • Bråten, Ivar & Strømsø, Helge Ivar (2013). Trustworthiness judgments among law students reading multiple documents on climate change.
  • Ferguson, Leila Eve; Bråten, Ivar & Salmerón, Ladislao (2013). Motivation, processing and comprehension differences in student profiles of knowledge and epistemic beliefs.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Changes in student profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.

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Publisert 12. juni 2018 16:21 - Sist endret 12. juni 2018 16:21