Helge I Strømsø
Biographic Data
| ID | 2747299 |
|---|---|
| NAME | Helge I Strømsø |
| GIVEN NAMES | Helge I |
| FAMILY NAME | Strømsø |
| SIGNATURE | STRØMSØ H I |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-1836-3339 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts
This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presente…
Learning From Multiple Representations
This study addressed an issue relevant to information and research literacy: how students cope with the challenges of reading a one‐sided informational text that is combined with ambiguous graphical information. The topic discussed in the text was the impact of digitalization on students' reading comprehension, and 120 university students were randomly assigned to reading a version of the text arguing that digitalization has had a positive impact…
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students ( n = 67) read four documents on a controver…
Examining the structure of credibility evaluation when sixth graders read online texts
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Sourcing in Text Comprehension
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether stude…
Multiple-documents literacy
Memory for Scientific Arguments and Their Sources
We investigated whether memory for scientific arguments and their sources were affected by the appropriateness of the claim–evidence relationship. Undergraduates read health articles in one of four conditions derived by crossing claim type (causal with definite qualifier, associative with tentative qualifier) and evidence type (experimental, correlational). This manipulation produced articles that overstated the results of a study and articles th…
Students working with multiple conflicting documents on a scientific issue
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model inco…
Personal epistemology across cultures
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex issue of climate change in 3 task conditions: argument, summary, and global understanding. Results sho…
Trust Matters
Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross‐document comprehension. P…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligen…
Norwegian law students' use of multiple sources while reading expository texts
S Seven Norwegian law students read self‐selected study texts at three different points of time. Think‐aloud protocols were generated during reading and later analyzed to locate the sources referred to when students made links reaching beyond what they read at the moment. The proportion of links to sources located within the selected text decreased and the proportion of links to sources located outside the task context increased over time, with o…
Trust Matters
Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross‐document comprehension. P…
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Students working with multiple conflicting documents on a scientific issue
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex issue of climate change in 3 task conditions: argument, summary, and global understanding. Results sho…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligen…
Norwegian law students' use of multiple sources while reading expository texts
S Seven Norwegian law students read self‐selected study texts at three different points of time. Think‐aloud protocols were generated during reading and later analyzed to locate the sources referred to when students made links reaching beyond what they read at the moment. The proportion of links to sources located within the selected text decreased and the proportion of links to sources located outside the task context increased over time, with o…
Memory for Scientific Arguments and Their Sources
We investigated whether memory for scientific arguments and their sources were affected by the appropriateness of the claim–evidence relationship. Undergraduates read health articles in one of four conditions derived by crossing claim type (causal with definite qualifier, associative with tentative qualifier) and evidence type (experimental, correlational). This manipulation produced articles that overstated the results of a study and articles th…
Personal epistemology across cultures
Norwegian law students' use of multiple sources while reading expository texts
S Seven Norwegian law students read self‐selected study texts at three different points of time. Think‐aloud protocols were generated during reading and later analyzed to locate the sources referred to when students made links reaching beyond what they read at the moment. The proportion of links to sources located within the selected text decreased and the proportion of links to sources located outside the task context increased over time, with o…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligen…
Personal epistemology across cultures
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex issue of climate change in 3 task conditions: argument, summary, and global understanding. Results sho…
Trust Matters
Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross‐document comprehension. P…
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model inco…
Multiple-documents literacy
Memory for Scientific Arguments and Their Sources
We investigated whether memory for scientific arguments and their sources were affected by the appropriateness of the claim–evidence relationship. Undergraduates read health articles in one of four conditions derived by crossing claim type (causal with definite qualifier, associative with tentative qualifier) and evidence type (experimental, correlational). This manipulation produced articles that overstated the results of a study and articles th…
Students working with multiple conflicting documents on a scientific issue
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether stude…
Sourcing in Text Comprehension
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Examining the structure of credibility evaluation when sixth graders read online texts
Learning From Multiple Representations
This study addressed an issue relevant to information and research literacy: how students cope with the challenges of reading a one‐sided informational text that is combined with ambiguous graphical information. The topic discussed in the text was the impact of digitalization on students' reading comprehension, and 120 university students were randomly assigned to reading a version of the text arguing that digitalization has had a positive impact…
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students ( n = 67) read four documents on a controver…
Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts
This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presente…
Educational Strategies and Epistemologies (16 works) · Psychology (15 works) · Linguistics (10 works) · Computer Science (8 works) · Innovative Teaching and Learning Methods (8 works) · Education and Critical Thinking Development (7 works) · Epistemology (7 works) · Reading (process) (7 works) · Social Psychology (6 works) · Pedagogy (5 works)