Recent Papers

Britt, M.A., Richter, T., & Rouet, J.-F. (2014). Scientific Literacy: The role of goal-directed reading and evaluation in understanding scientific information. Educational Psychologist, 49, 104-122.

Hastings, P., Hughes, S., Britt, A., Blaum, D., & Wallace, P. (2014). toward automatic inference of causal structure in student essays. In Intelligent Tutoring Systems Proceedings (pp. 266-271). Springer International Publishing.

de Pereyra, G., Britt , M.A., Braasch , J.L.G., Rouet,  J.-F. (2014). Reader's memory for information sources in simple news stories: Effects of text and task features. Journal of Cognitive Psychology, 26(2), 187-204.

Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (2014). Sensitivity to inaccurate argumentation in health news articles: Potential contributions of readers’ topic and epistemic beliefs. To appear in D.N. Rapp &, J.L.G. Braasch (Eds), Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences. MIT Press.

Rouet,  J.-F., & Britt, M.A. (2014). Multimedia learning from multiple documents. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning, 2nd Ed. (pp. 813-841). Cambridge University Press.

Wiley, J., Steffens, B., Britt, M.A. & Griffin, T. D., (2014). Writing to learn from multiple-source inquiry activities in history. In G. Rijlaarsdam (Series Ed.) and P. Klein, P. Boscolo, C. Gelati, & L. Kilpatrick (Volume Eds.), Studies in Writing, Writing as a Learning Activity (pp. 120-148). Emerald Group Publishing Limited.

Steffens, B., Britt, M.A., Braasch, J.L., Strømsø, H., & Bråten, I. (2014). Memory for scientific arguments and their sources: Claim-evidence consistency matters. Discourse Processes, 51(1-2), 117-142.

Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2013). Easy to understand but difficult to decide: information comprehensibility and controversiality affect laypeople's science-based decisions. Discourse Processes, 50(6), 361-387.

Macedo-Rouet, M., Braasch, J. L., Britt, M. A., & Rouet, J.-F. (2013). Teaching fourth and fifth graders to evaluate information sources during text comprehension. Cognition and Instruction, 31(2), 204-226. 

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E., (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31, 176-203.

Braasch, J., Rouet,  J.-F., Vibert, N., & Britt, M.A. (2012). Readers’ use of source information in text comprehension. Memory and Cognition, 40, 450-65.

Kopp, K, Britt, M.A., Millis, K., & Graesser, A. (2012). Improving the efficiency of dialogue in tutoring. Learning and Instruction, 22, 320-330.

Scharrer, L., Bromme, R., Britt, M.A., & Stadtler, M. (2012). Text easiness affects laypeople’s reliance on their own epistemic capabilities when having to decide about scientific claims. Learning and Instruction, 22, 231-243.

Griffin, T.D., Wiley, J., Britt, M.A. & Salas, C. (2012).The role of CLEAR thinking in learning science from multiple-document inquiry tasks. International Electronic Journal of Elementary Education, 5, 63-78.

Britt, M.A., Rouet,  J.-F., & Braasch, J.L.G. (2013). Documents as entities: Extending the situation model theory of comprehension. In M.A. Britt, S.R. Goldman & J.-F. Rouet (Eds), Reading: From Words to Multiple Texts (pp. 160-179). New York : Routledge.

Britt, M.A., & Rouet,  J.-F. (2012). Learning with multiple documents: Component skills and their acquisition. In M.J. Lawson and J.R. Kirby (Eds), Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes (pp. 276-314). Cambridge University Press.  

Britt, M.A., Wiemer, K., Millis, K.K., Magliano, J.P., Wallace, P., & Hastings, P. (2012). Understanding and reasoning with text. In C. Boonthum, P. McCarthy & T. Lamkin (Eds), Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches (pp. 133-154). IGI Global Publisher.

Scharrer, L., Britt, M.A., Stadtler, M., & Bromme, R. (2012). Beyond one’s own understanding: How text comprehensibility affects laypeople’s decision about scientific claims. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 65-970). Austin, TX: Cognitive Science Society.

Rouet,  J.-F., & Britt, M.A. (2011). Relevance processes in multiple document comprehension. To appear in M.T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Relevance Instructions and Goal-focusing in Text Learning (pp. 19-52). Greenwich, CT: Information Age Publishing.

Britt, M.A., & Rouet,  J.-F. (2011). Research challenges in the use of multiple documents. Information Design Journal, 19(1), 62–67.  

Strømsø, H.I., Bråten, I., & Britt, M.A. (2011). Do students’ beliefs about knowledge and knowing predict their judgment of texts’ trustworthiness? Educational Psychology, 31 (2), 177–206.

Butler, J.A. & Britt, M.A. (2011). Investigating revision instruction for improving argument writing. Written Communication, 28, 70-96.

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.

Bromme, R., Scharrer, L., Britt, A. M., & Stadtler, M. (2011). Effects of information comprehensibility and argument type on lay recipients’ readiness to defer to experts when deciding about scientific knowledge claims. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society.