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ERIC Number: EJ1147351
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0046-1520
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence
Braasch, Jason L. G.; Bråten, Ivar
Educational Psychologist, v52 n3 p167-181 2017
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that readers undergo when reading-to-understand controversial messages. We then review supporting evidence from single and multiple text comprehension research. In the discussion, we draw conclusions based on the theoretical and empirical research, highlight limitations of what is known to date, and suggest how further investigations of D-ISC might address these concerns.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A