Effects Of Instructional Conditions On Comprehension From Multiple Sources In History And Science

Authored by: Jennifer Wiley , Allison J. Jaeger , Thomas D. Griffin

Handbook of Multiple Source Use

Print publication date:  March  2018
Online publication date:  March  2018

Print ISBN: 9781138646599
eBook ISBN: 9781315627496
Adobe ISBN:

10.4324/9781315627496-20

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Abstract

The purpose of this chapter is to review theory and research on the effects of instructional manipulations and conditions on comprehension of events or phenomena in science and history from multiple sources. Throughout this chapter the terms text, source, and document are generally used interchangeably to refer to a body of information that is presented in some way that denotes it as an entity distinct from other bodies of information that are presented alongside it. This could be done by having bodies of information on separate physical pages, within separate windows of a browser, accessed via different web links, and so on. Different studies have employed stimuli ranging from websites to excerpts of magazine or journal articles, news briefs, or passages from books, which may or may not explicitly include authorship or other referential information. They can include text, tables, or graphics, exclusively or in combination.

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