Abstract
The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and multiple-document comprehension with a particular emphasis on how readers negotiate conflicting information during reading. This review provides the groundwork for the second aim—to expand our current account of knowledge revision during reading of single documents to multiple documents. The product of this expansion is an initial conceptualization of the Knowledge Revision Components Framework–Multiple Documents (KReC-MD). This initial conceptualization presents the theoretical foundation necessary for future empirical work and further refinement.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1475-1497 |
| Number of pages | 23 |
| Journal | Educational Psychology Review |
| Volume | 33 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2021 |
Bibliographical note
Funding Information:This research is supported in part by grants R324A160064 and R305A170242 from the U.S. Department of Education to the University of Minnesota; grants R305A180144, R305A190050, R305A190063, and R305A180261, from the U.S. Department of Education to Arizona State University; and grant N00014-19-1-2424 from the U.S. Office of Naval Research to Arizona State University.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Keywords
- Knowledge revision
- Misconceptions reading comprehension
- Multiple-document comprehension
