KReC-MD: Knowledge Revision with Multiple Documents

Autor/inn/en	Butterfuss, Reese; Kendeou, Panayiota
Titel	KReC-MD: Knowledge Revision with Multiple Documents
Quelle	In: Educational Psychology Review, 33 (2021) 4, S.1475-1497 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butterfuss, Reese) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-021-09603-y
Schlagwörter	Reading Comprehension; Cognitive Processes; Conflict; Misconceptions; Learning; Knowledge Representation; Models; Prior Learning + Suchen Sie Ihr Suchwort? Leseverstehen; Cognitive process; Kognitiver Prozess; Konflikt; Missverständnis; Lernen; Wissensrepräsentation; Analogiemodell; Vorkenntnisse
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. [For the corresponding grantee submission, see ED612635.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01