Epistemic processing of multiple science texts on the internet

Students in secondary education, university students, and lay persons who want to learn more about a scientific topic usually read multiple texts from different sources and of varying quality (for example, Wikipedia entries, online media, scientific journals, scientists’ web pages, or science blogs). More often than not these texts communicate conflicting information, for example when the texts represent opposing stances in a scientific controversy.

This research project investigates how learners comprehend conflicting information in science-related texts and construct mental representations of controversial scientific issues. The first phase of the project was devoted to developing and testing a theoretical model which distinguishes a shallow and an elaborative way of how conflicting information from multiple science-related texts is processed epistemically. This model allows predictions concerning effects of situational and learner-based conditions on cognitive processes and the resulting mental representations in informal learning with multiple texts. So far, these predictions were tested in nine consecutive experiments. Whereas shallow processing seems to cause a one-sided mental representation which is biased towards learners’ initial beliefs, elaborative epistemic processing enables learners to construct a balanced and rich mental representation of sicentific controversies.

The proposed research for the upcoming project phase concentrates on (1) characteristics of a motivated epistemic processing of scientific controversies, (2) a clarification of the causal role of epistemic monitoring in learning with conflicting information, and (2) the development of effective but economical interventions to foster learning with multiple texts on controversial scientific issues. To this end, four comprehensive experiments are proposed, which are based on different experimental paradigms and methods (among others, eye tracking during reading, reaction time experiments, and training experiments).

Publications:

Maier, J. & Richter, T. (in press). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of the Psychology of Education.

Richter, T. (2015). Comprehension and validation of text information: Two sides of the same coin. Discourse Processes, 52, 337-352.

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.

Isberner, M.-B. & Richter, T. (2014). Comprehension and validation: Separable stages of information processing? A case for epistemic monitoring in language comprehension. In D.N. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 245-276). Boston, MA: MIT Press.

Richter, T. & Rapp, D.N. (2014). Comprehension and validation of text information: Introduction to the special issue. Discourse Processes, 51, 1-6.

Maier, J. & Richter, T. (2014b). Verstehen multipler Texte zu kontroversen wissenschaftlichen Themen: Die Rolle der epistemischen Validierung. Unterrichtswissenschaft, 42(1), 24-28.

Maier, J. & Richter, T. (2014a). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition & Learning, 9, 54-71.

Maier, J. & Richter, T. (2013b). How nonexperts understand conflicting information on social science issues: The role of perceived plausibility and reading goals. Journal of Media Psychology, 25, 14-26.

Maier, J. & Richter, T. (2013a). Text-belief consistency effects in the comprehension of multiple texts with conflicting information. Cognition and Instruction, 31, 151-175.

Conference Contributions:

Maier, J. & Richter, T. (2015, September). Epistemische Überwachung überzeugungsin- konsistenter Informationen bei wissenschaftlichen Kontroversen. Vortrag gehalten auf der 15. Fachgruppentagung Pädagogische Psychologie der DGPs, Kassel.

Maier, J., Richter, T., & Britt, M. A. (2015, July). The Role of Prior Beliefs in the Processing of Multiple Texts: An Eye Movement Study. Paper presented at the 25th Annual Meeting of the Society for Text and Discourse, Minneapolis, USA.

Richter, T. (2015, Juni). Text im Kopf: Verstehen und Validieren von Textinformationen. Vortrag gehalten auf Einladung der Arbeitsgruppe Kognitive und Biologische Psycholo- gie (Prof. Ralph Radach), Bergische Universität Wuppertal.

Richter, T. (2014, November). Comprehension and validation of information: How do readers deal with conflicting and implausible information during reading? Talk given at the LEAD Graduate School, University of Tübingen, Germany.

Maier, J. & Richter, T. (2014, Oktober). Epistemische Verarbeitung multipler wissenschaftlicher Texte im Internet. Poster präsentiert beim Rundgespräch des SPP 1409 -3, Leinsweiler.

Maier, J., Richter, T. & Ahrendts, C. (2014, September). Die Rolle metakognitiver Strate- gien und lernerseitiger Überzeugungen für das Verständnis multipler wissenschaftlicher Texte. Vortrag gehalten auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum.

Richter, T. (2014, August). Comprehension and validation of text information: Two sides of the same coin. Tom Trabasso Young Investigator Award Address presented at the Annual Meeting of the Society for Text and Discourse, Chicago (IL), USA.

Richter, T. (2013, October). I can’t believe this is true: Validation in the comprehension of sentences, texts, and multiple documents. Vortrag gehalten am Institut für Psychologie, Universität Valencia, Spanien.

Maier, J. & Richter, T. (2013, July). Two ways to attenuate the text-belief consistency effect in multiple text comprehension: Standpoint reading goals and metacognitive training. Paper presented at the Twenty-third Annual Meeting of the Society for Text and Dis- course, Valencia, Spain. (awarded with the Outstanding Student Paper Award of the Society for Text and Discourse)

Maier, J. & Richter, T. (2012, November). Plausibility effects in reading multiple texts on controversial scientific issues. Paper presented at the Workshop “The internet as a source of science information” of the DFG Special Priority Program (SPP) 1409, Wolfsburg, Mülheim an der Ruhr, Germany.

Maier, J. & Richter, T. (2012, October). Effects of Text-Belief Consistency and Reading Goal on the Comprehension of Multiple Science-Related Texts. Paper presented at the 2012 Multiple Document Literacy Workshop, Poitiers, France.

Maier, J. & Richter, T. (2012, September). Konsistenzeffekte und Plausibilitätseffekte im Lernen mit multiplen Texten. Vortrag gehalten auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie, Bielefeld.

Maier, J. & Richter, T. (2012, August). Effects of Text-Belief Consistency and Reading Goal on the Comprehension of Multiple Scientific Texts. Paper presented at the bi-annual meeting of the European Association for Research on Learning and Instruction (EARLI) Special Interest Group 2 (Comprehension of Text and Graphics), Grenoble, France.

Maier, J. & Richter, T. (2012, May). Epistemic Validation in the Comprehension of Multiple Texts on Controversial Scientific Issues. Paper presented at the Workshop “Comprehension and Validation of Information“ of the DFG Special Priority Program (SPP) 1409, Kassel, Germany.

Maier, J. (2012, May). Attenuating the Belief-Consistency Effect in Multiple Text Comprehension – Influence of Motivation and Ability. Paper presented at the graduate school of the DFG Special Priority Program (SPP) 1409, Kassel, Germany.

Richter, T. & Maier, J. (2012, April). Plausibility effects in learning with multiple texts on controversial scientific issues. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, British Columbia, Canada.

Maier, J. & Richter, T. (2012, April). How Learners deal with Uncertainty in Controversial Science-Related Texts. Paper presented at the Annual Meeting of the American Edu- cational Research Association (AERA), Vancouver, British Columbia, Canada.

Richter, T. & Maier, J. (2011, Oktober). Epistemische Verarbeitung multipler wissenschaftlicher Texte im Internet. Poster präsentiert auf dem Auftakttreffen der 2. Förderphase des DFG-SPP 1409, Münster.

Maier, J. & Richter, T. (2011, September). Plausibilitätseffekte beim Lernen mit kontroversen wissenschaftlichen Texten. Vortrag gehalten bei der 13. Fachgruppentagung Pädagogische Psychologie der DGPs.

Maier, J. & Richter, T. (2011, September). Motivationale und metakognitive Effekte auf eine assimilative Verarbeitung konfligierender Informationen aus multiplen Texten. Poster präsentiert bei der 13. Fachgruppentagung Pädagogische Psychologie der DGPs.

Maier, J. & Richter, T. (2011, July). Effects of Text-Belief Consistency and Presentation Mode on the Comprehension of Controversial Science Texts. Paper presented at the 21st Annual Meeting of the Society for Text and Discourse, Poitiers, France.

Maier, J. & Richter, T. (2011, June). Epistemic validation in multiple science texts on con- troversial issues. Paper presented at the DFG‐NSF Conference “Public Understanding and Public Engagement with Science”, New York, USA.

Maier, J. (2010, November). Metakognitives Training zur Förderung der Verarbeitung multipler Texte mit widersprüchlichen Informationen. Vortrag gehalten auf der Herbstschule des SPP 1409, Landau in der Pfalz.

Maier, J. & Richter, T. (2010, November). Verarbeitung multipler wissenschaftlicher Texten mit widersprüchlichen Informationen. Vortrag gehalten beim 2. Rundgespräch des SPP 1409, Landau in der Pfalz.

Richter, T. & Maier, J. (2010, Oktober). Epistemic Processing of Multiple Texts on Controversial Scientific Issues. Paper presented at the Workshop “Multiple Documents comprehension” of the DFG Special Priority Program (SPP) 1409, Münster, Germany.

Maier, J. & Richter, T. (2010, September). Assimilative Verarbeitung konfligierender Informationen aus multiplen Texten. Vortrag gehalten auf der 74. Tagung der Arbeitsgruppe für Empirisch-pädagogische Forschung (AEPF), Jena.

Maier, J. & Richter, T. (2010, September). Assimilative Verarbeitung konfligierender Informationen aus multiplen Texten. Vortrag gehalten auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen.

Maier, J. & Richter, T. (2010, August). Assimilative processing of controversial science texts. Paper presented at the bi-annual meeting of the EARLI SIGs 2 (Comprehension of Text and Graphics), Tübingen, Germany.

Richter, T. (2010, February). When learning benefits from implausible information: The role of epistemic validation in learning from text. Invited talk at the Faculty of Psychology and Educational Sciences, Catholic University of Leuven, Belgium.

Richter, T. & Maier, J. (2010, Februar). Epistemic processing of multiple scientific texts. Poster präsentiert beim 1. Rundgespräch des DFG-SPP 1409, München.

Richter, T. (2009, Dezember). When implausible information fosters learning: The role of epistemic validation in learning from text. Invited talk at the Psychological Colloquium, University of Luxemburg, Walferdange.

Richter, T. (2009, Dezember). When does implausible information foster learning? Epis- temic processing in learning from text. Vortrag gehalten im Pädagogisch-psychologischen Kolloquium, Universität Gießen.

Richter, T. & Maier, J. (2009, August). Epistemische Verarbeitung multipler wissenschaftlicher Texte. Poster präsentiert auf dem Auftakttreffen des DFG-SPP 1409, Münster.

Applicant

Prof. Dr. Tobias Richter
Universität Kassel
Institut für Psychologie
Holländische Str. 36-38
34109 Kassel
Germany
Tel.: +49 561 8043577
tobias.richter@uni-kassel.de
Website
Research Interest:
Language/Text Comprehension and Learning
Epistemic validation in language comprehension and learning
Perceptual representations in language comprehension and learning
Reading skills
Learning with new media and multiple representations
Research Methods
Multilevel analysis in cognitive and educational research
Efficiency- and process-based assessment of cognitive skills

Staff 1
Dipl. Psych. Johanna Maier
Universität Kassel
Institut für Psychologie
Holländische Str. 36-38
34109 Kassel
Tel.: +49 561 8043582
johanna.maier@uni-kassel.de
website

Staff 2
Dipl.-Psych. Bettina Müller
Universität Kassel
Institut für Psychologie
Holländische Straße 36 – 38
34127 Kassel
Tel: +49 (0)561/8043804
bettina.mueller@uni-kassel.de

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