Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues von Anmarkrud, Øistein, Andresen, Anette, Bråten, Ivar

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The Role of Individual Differences in Sourcing: a Systematic Review von Anmarkrud, Øistein, Bråten, Ivar, Florit, Elena, Mason, Lucia

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Strategic Text Processing Across Mediums: A Verbal Protocol Study von Latini, Natalia, Bråten, Ivar

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Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality von Bråten, Ivar, Latini, Natalia, Haverkamp, Ymkje E.

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Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study von Latini, Natalia, Bråten, Ivar, Salmerón, Ladislao

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Beliefs about sources of knowledge predict motivation for learning in teacher education von Bråten, Ivar, Ferguson, Leila E.

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Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension von Bråten, Ivar, Anmarkrud, Øistein, Brandmo, Christian, Strømsø, Helge I.

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Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents von Anmarkrud, Øistein, Bråten, Ivar, Strømsø, Helge I.

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The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue von Kammerer, Yvonne, Gottschling, Steffen, Bråten, Ivar

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The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study von Lervåg, Arne, Bråten, Ivar, Hulme, Charles

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What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information von Tsai, Meng-Jung, Wu, An-Hsuan, Bråten, Ivar, Wang, Ching-Yeh

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Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context von Latini, Natalia, Bråten, Ivar, Anmarkrud, Øistein, Salmerón, Ladislao

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Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration? von Bråten, Ivar, Muis, Krista R., Reznitskaya, Alina

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice von Ferguson, Leila E., Bråten, Ivar, Skibsted Jensen, Magne, Andreassen, Ulf Rune

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“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding von Mason, Lucia, Carretti, Barbara, Ronconi, Angelica, Pizzigallo, Eleonora, Haverkamp, Ymkje E., Bråten, Ivar

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Effects of reading medium on the processing, comprehension, and calibration of adolescent readers von Ronconi, Angelica, Veronesi, Valentina, Mason, Lucia, Manzione, Lucia, Florit, Elena, Anmarkrud, Øistein, Bråten, Ivar

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The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence von Braasch, Jason L. G., Bråten, Ivar

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Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension von Ferguson, Leila E., Bråten, Ivar

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A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers von Bråten, Ivar, Brandmo, Christian, Kammerer, Yvonne

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The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue von Kammerer, Yvonne, Bråten, Ivar, Gerjets, Peter, Strømsø, Helge I.

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