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English Intern
    Lehrstuhl für Psychologie IV - Pädagogische Psychologie

    Publikationen von Johanna Maier

    Maier, J., Richter, T. & Britt, M.A. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185.  [preprint]

    Maier, J., Richter, T., Nauroth, P. & Gollwitzer, M. (in press). For me or for them: How in-group identification and beliefs influence the comprehension of controversial texts. Journal of Research in Reading.

    Richter, T. & Maier, J. (2018). The role of validation in multiple source use. In J. Braasch, I. Bråten & M. McCrudden (Eds.), Handbook of multiple source use (pp. 151-167). Routledge. [preprint]

    Richter, T. & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A Two-step Model of Validation. Educational Psychologist, 52, 148-166. http://dx.doi.org/10.1080/00461520.2017.1322968 [Volltext]

    Richter, T. & Maier, J. (2018). Verstehen kontroverser wissenschaftlicher Themen: Probleme, zugrundeliegende kognitive Prozesse und psychologische Interventionen. Psychologische Rundschau, 69, 151-159. [preprint]

    Maier, J. & Richter, T. (2016). Effects of text-belief consistency and reading task on the strategic validation of multiple texts. European Journal of the Psychology of Education, 31, 479-497.

    Maier, J. & Richter, T. (2014). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition & Learning, 9, 45-71.

    Maier, J. & Richter, T. (2014). Verstehen multipler Texte zu kontroversen wissenschaftlichen Themen: Die Rolle der epistemischen Validierung. Unterrichtswissenschaft, 42(1), 24-38.

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

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

    Isberner, M.-B., Richter, T., Maier, J., Knuth-Herzig, K., Horz, H. & Schnotz, W. (2013). Comprehending conflicting science-related texts: Graphs as plausibility cues. Instructional Science, 41, 849-872.

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