Argument comprehension and production.
Reading for a purpose.
Learning and reasoning from multiple documents.
Integration of semantic information across multiple documents.
Frequently Taught Classes
- Psyc 245 Thinking
- Psyc 305 Research Methods
- Psyc 612 Problem Solving and Research
- Psyc 614x Instructional Psychology
- Britt, M.A., Rouet, J.-F. & Durik, A.M. (2018). Literacy Beyond Text Comprehension: A Theory of Purposeful Reading. New York: Routledge.
- Schober, M.F., Rapp, D.N., & Britt, M.A. (Eds.). (2018). Handbook of Discourse Processes 2nd edition. New York: Routledge.
- Britt, M.A., Goldman, S. R., & Rouet, J.-F. (Eds.) (2013). Reading: From Words to Multiple Texts. New York: Routledge.
Perfetti, C.A., Britt, M.A., & Georgi, M.C. (1995). Text-based learning and reasoning: Studies in history. Hillsdale, NJ: Lawrence Erlbaum Associates.
Published Papers and Chapters
- Rouet, J.-F., Le Bigot, L., de Pereyra, G. & Britt, M.A. (2016). Whose story is this? Discrepancy triggers readers' attention to source information in short narratives. Reading and Writing, 29, 1549–1570.
- Britt, M.A., Rouet, J.-F., Blaum, D., & Millis, K.K. (2019). A reasoned approach to dealing with fake news. Policy Insights from the Behavioral and Brain Sciences, 6, 94-101.
- Goldman, S.R., Greenleaf, C., Yukhymenko-Lescroart, M., Brown, W., Ko, M-L, Emig, J.M., George, M.A., Wallace, P., Blaum, D., Britt, M.A., & Project READI. (2019). Explanatory modeling in science through text-based investigation: Testing the efficacy of the Project READI intervention approach. To appear in American Educational Research Journal.
- Rouet, J.-F., Britt, M.A., & Potocki, A. (In press). Multiple text comprehension. To appear in J. Dunlosky & K. Rawson (Eds.) Cambridge Handbook of Cognition and Education. Cambridge University Press.
- Saux, G., Ros, C., Britt, M. A., Stadtler, M., Burin, D. I., & Rouet, J. F. (2018). Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands. Discourse Processes, 55, 525-544.
- Maier, J., Britt, M.A., & Richter, T. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185.
- Britt, M.A., Rouet, J.-F, & Durik, A.M. (2018). Representations and processes in multiple source use. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), The Handbook of Multiple Source Use (pp. 17-33). New York: Routledge.
- Rouet, J.-F., Britt, M.A., & Durik, A. (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52, 200-215.
- Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Britt, M.A., Graesser, A., Kitajima, M., Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers, No. 156, OECD Publishing, Paris. http://dx.doi.org/10.1787/90fde2f4-en
- Wiley, J., Hastings, P., Blaum, D., Jaeger, A.J., Hughes, S., Wallace, P., Griffin, T.D., & Britt, M.A. (2017). Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. International Journal of Artificial Intelligence in Education, 1-33. DOI: 10.1007/s40593-017-0138-z
- Goldman, S.R., Britt, M.A., Brown, W., Cribb, G., George, M.A., Greenleaf, C., Lee, C.D., Shanahan, C., & Project READI. (2016). Disciplinary literacies and learning to read for understanding: a conceptual framework of core processes and constructs. Educational Psychologist, 51, 219-246.
- Collaborative research: Developing a generalized storyline that organizes the supports for evidence-based modeling of long-term impacts of disturbances (July 2018 – June 2022) from National Science Foundation. PI: McGee, S., CoPI’s: Durik, A.M., & Britt, M.A. Awarded $2,748,854 (NIU Subaward: $416,647).
- Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources (January 2018 – December 2021) from the James S. McDonnell Foundation. PI: Monte-Sano, C., CoPI’s: Schleppegrell, M., Britt, A., Durik, A., Alston, C., & Wei, R. C, Kabat, J., & Wade, K., Vazquez, G., Dickinson-Kelley, L. A., & Thomson, S. Awarded $2,000,000 (NIU Subaward: $161,000).
- Reading for Understanding Across Grades 6 through 12: Evidence-based Argumentation for Disciplinary Learning (2010-2015) from the U.S. Department of Education. PI: Susan R. Goldman, Co-PI’s: M. Anne Britt (Northern Illinois University), Carol Lee (Northwestern University), Cynthia Greenleaf (WestEd), Matt Brown (Inquirium LLC). Awarded $19.2 million (NIU Subaward: $2,416,211).
Professor, Cognitive and Instructional Psychology
Distinguished Teaching Professor
Ph.D. Cognitive Psychology, University of Pittsburgh, 1991 at the Learning Research and Development Center