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The effects of tasks on integrating information from multiple documents.

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References

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272 cited

1997Studying and Using Multiple Documents in History: Effects of Discipline Expertise248 cited

1993Inferences during Reading: Converging Evidence from Discourse Analysis, Talk-Aloud Protocols, and Recognition Priming231 cited

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2009Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study172 cited
2010Individual differences for self-regulating task-oriented reading activities.165 cited
2009Cognitive activities in complex science text and diagrams165 cited
2009Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change156 cited
2009Summary versus argument tasks when working with multiple documents: Which is better for whom?155 cited
2008Impact of question-answering tasks on search processes and reading comprehension145 cited
2017Cognitive Affective Engagement Model of Multiple Source Use135 cited
2008Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding121 cited
2009When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing115 cited
2013Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension109 cited
2010Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks106 cited
2019MAPPING MASTER’S STUDENTS’ USE OF EXTERNAL SOURCES IN SOURCE-BASED WRITING IN L1 AND L283 cited
2013Task-oriented reading of multiple documents: online comprehension processes and offline products83 cited