Jean-François Rouet
Biographic Data
| ID | 4138679 |
|---|---|
| NAME | Jean-François Rouet |
| GIVEN NAMES | Jean-François |
| FAMILY NAME | Rouet |
| SIGNATURE | ROUET J |
| AFFILIATIONS | Centre de Recherches sur la Cognition et l’Apprentissage, CNRS and University of Poitiers, France |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Fostering vocational high school students’ purposeful reading strategies: Co-design of educational resources and validation in a naturalistic school setting
The impact of text availability on task-demands understanding and question-answering in multiple-document reading
In this study, we examined how first-year undergraduates understood and represented a set of questions that they were asked to answer based on three texts about advertising. Our main goal was to capture this process of task-demands understanding (i.e., task-model construction) and its impact on performance in a multiple-document reading context, with or without access to the texts. Fifty students read three complementary texts on advertising and …
Advanced theory of mind predicts adolescents’ evaluation of source benevolence while reading
Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: The mediating role of the task model
International audience
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection
International audience
Fostering university students’ online reading: Effects of teacher-led strategy training embedded in a digital literacy course
Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity
The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading i…
From simple agents to information sources: Readers' differential processing of story characters as a function of story consistency
The study examined how readers integrate information from and about multiple information sources into a memory representation. In two experiments, college students read brief news reports containing two critical statements, each attributed to a source character. In half of the texts, the statements were consistent with each other, in the other half they were discrepant. Each story also featured a non-source character (who made no statement). The …
Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents
Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college…
The Role of Source Credibility in the Validation of Information Depends on the Degree of (Im-)Plausibility
This study examined the role of source credibility in the validation of factual information embedded in short narratives. In a self-paced reading experiment, we tested the assumption that the degree of (im-)plausibility determines the extent that source credibility affects validation during comprehension. We used reading times of target and spillover sentences and plausibility judgments as indicators of validation. Participants read stories with …
Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands
In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants’ memory for the sources’ identity (i.e., occupation) and features (i.e., the source’s access to knowledge and the source’s physical appearance) was examined as a function of the consistency of their assertions. In Experiment 1 (n = 64), sources were described with only one feature (knowledge…
Resolv: Readers' Representation of Reading Contexts and Tasks
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task m…
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model
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…
Les animations interactives multimédias sont-elles efficaces pour l’apprentissage
Avec l’augmentation croissante de l’usage des technologies de l’information et de la communication, l’utilisation d’animations multimédias interactives pour apprendre est de plus en plus fréquente dans différentes disciplines. Motivantes, les animations semblent particulièrement adaptées pour optimiser et concrétiser de façon réaliste la compréhension et l’apprentissage de concepts portant sur des processus dynamiques, des phénomènes complexes et…
The Skills of Document Use: From Text Comprehension to Web-Based Learning
The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online informat
Vulgarisation scientifique: Les revues en ligne
Les technologies hypermédias ont le potentiel de multiplier les sources d’information et de favoriser une communication scientifique plus ouverte à la discussion et au débat. Cependant, la lecture des documents hypermédias entraîne des difficultés, telles que la désorientation, pour de nombreux lecteurs. Nous avons évalué un ensemble d’hypertextes publiés par des revues de vulgarisation scientifique à la lumière des recommandations ergonomiques i…
Chercher des informations dans les menus web: Interaction Entre Tâche, Type De Menu Et Variables Individuelles
RESUME Cette etude avait pour objectif d’examiner l’influence de variables individuelles et des choix de conception des menus web sur l’efficacite de la recherche d’informations. Cinquante utilisateurs d’Internet volontaires, repartis en trois groupes d’âge differents, ont realise une serie de douze tâches de recherche de categories cibles dans trois types de menus web hierarchiques. La complexite des questions ainsi que la largeur et la profonde…
Effects of Online Reading on Popular Science Comprehension
The present study examines the effects of print and online presentations of a multiple document report on reader’s comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers’performance using print and online versions of a popular science magazine report. Hypertext led to higher perceiv…
Effects of Information Search Tasks on the Comprehension of Instructional Text
International audience
Des nouveaux outils au processus d’innovation pédagogique: Qui Est L’élève
This paper describes the learners’dimensions involved in the use of educational multimedia tools. Our point of view is determinedly interdisciplinary and we pursue two goals. On the one hand, analysing the extend to which the complexity of multimedia learning concerns theoretical as well as operational issues (design of educational multimedia products for instance). On the other hand, inciting interdisciplinary research on these questions. More p…
Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands
In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants’ memory for the sources’ identity (i.e., occupation) and features (i.e., the source’s access to knowledge and the source’s physical appearance) was examined as a function of the consistency of their assertions. In Experiment 1 (n = 64), sources were described with only one feature (knowledge…
Effects of Online Reading on Popular Science Comprehension
The present study examines the effects of print and online presentations of a multiple document report on reader’s comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers’performance using print and online versions of a popular science magazine report. Hypertext led to higher perceiv…
Effects of Information Search Tasks on the Comprehension of Instructional Text
International audience
The Role of Source Credibility in the Validation of Information Depends on the Degree of (Im-)Plausibility
This study examined the role of source credibility in the validation of factual information embedded in short narratives. In a self-paced reading experiment, we tested the assumption that the degree of (im-)plausibility determines the extent that source credibility affects validation during comprehension. We used reading times of target and spillover sentences and plausibility judgments as indicators of validation. Participants read stories with …
Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity
The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading i…
Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents
Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college…
Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: The mediating role of the task model
International audience
Chercher des informations dans les menus web: Interaction Entre Tâche, Type De Menu Et Variables Individuelles
RESUME Cette etude avait pour objectif d’examiner l’influence de variables individuelles et des choix de conception des menus web sur l’efficacite de la recherche d’informations. Cinquante utilisateurs d’Internet volontaires, repartis en trois groupes d’âge differents, ont realise une serie de douze tâches de recherche de categories cibles dans trois types de menus web hierarchiques. La complexite des questions ainsi que la largeur et la profonde…
Des nouveaux outils au processus d’innovation pédagogique: Qui Est L’élève
This paper describes the learners’dimensions involved in the use of educational multimedia tools. Our point of view is determinedly interdisciplinary and we pursue two goals. On the one hand, analysing the extend to which the complexity of multimedia learning concerns theoretical as well as operational issues (design of educational multimedia products for instance). On the other hand, inciting interdisciplinary research on these questions. More p…
Effects of Information Search Tasks on the Comprehension of Instructional Text
International audience
Des nouveaux outils au processus d’innovation pédagogique: Qui Est L’élève
This paper describes the learners’dimensions involved in the use of educational multimedia tools. Our point of view is determinedly interdisciplinary and we pursue two goals. On the one hand, analysing the extend to which the complexity of multimedia learning concerns theoretical as well as operational issues (design of educational multimedia products for instance). On the other hand, inciting interdisciplinary research on these questions. More p…
Effects of Online Reading on Popular Science Comprehension
The present study examines the effects of print and online presentations of a multiple document report on reader’s comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers’performance using print and online versions of a popular science magazine report. Hypertext led to higher perceiv…
Vulgarisation scientifique: Les revues en ligne
Les technologies hypermédias ont le potentiel de multiplier les sources d’information et de favoriser une communication scientifique plus ouverte à la discussion et au débat. Cependant, la lecture des documents hypermédias entraîne des difficultés, telles que la désorientation, pour de nombreux lecteurs. Nous avons évalué un ensemble d’hypertextes publiés par des revues de vulgarisation scientifique à la lumière des recommandations ergonomiques i…
Chercher des informations dans les menus web: Interaction Entre Tâche, Type De Menu Et Variables Individuelles
RESUME Cette etude avait pour objectif d’examiner l’influence de variables individuelles et des choix de conception des menus web sur l’efficacite de la recherche d’informations. Cinquante utilisateurs d’Internet volontaires, repartis en trois groupes d’âge differents, ont realise une serie de douze tâches de recherche de categories cibles dans trois types de menus web hierarchiques. La complexite des questions ainsi que la largeur et la profonde…
The Skills of Document Use: From Text Comprehension to Web-Based Learning
The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online informat
Les animations interactives multimédias sont-elles efficaces pour l’apprentissage
Avec l’augmentation croissante de l’usage des technologies de l’information et de la communication, l’utilisation d’animations multimédias interactives pour apprendre est de plus en plus fréquente dans différentes disciplines. Motivantes, les animations semblent particulièrement adaptées pour optimiser et concrétiser de façon réaliste la compréhension et l’apprentissage de concepts portant sur des processus dynamiques, des phénomènes complexes et…
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model
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…
Resolv: Readers' Representation of Reading Contexts and Tasks
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task m…
Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands
In two experiments, undergraduate students read short texts containing two embedded sources that could either agree or disagree with each other. Participants’ memory for the sources’ identity (i.e., occupation) and features (i.e., the source’s access to knowledge and the source’s physical appearance) was examined as a function of the consistency of their assertions. In Experiment 1 (n = 64), sources were described with only one feature (knowledge…
From simple agents to information sources: Readers' differential processing of story characters as a function of story consistency
The study examined how readers integrate information from and about multiple information sources into a memory representation. In two experiments, college students read brief news reports containing two critical statements, each attributed to a source character. In half of the texts, the statements were consistent with each other, in the other half they were discrepant. Each story also featured a non-source character (who made no statement). The …
Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents
Text comprehension involves the ability to understand how texts relate to the situation they describe and to each other (i.e., a Document model). Research into Document models has emphasized the role of information sources in structuring readers’ mental models of situations. The present article reviews research on source comprehension and examines new hypotheses regarding source encoding during text comprehension. Two experiments examined college…
The Role of Source Credibility in the Validation of Information Depends on the Degree of (Im-)Plausibility
This study examined the role of source credibility in the validation of factual information embedded in short narratives. In a self-paced reading experiment, we tested the assumption that the degree of (im-)plausibility determines the extent that source credibility affects validation during comprehension. We used reading times of target and spillover sentences and plausibility judgments as indicators of validation. Participants read stories with …
Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity
The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers’ ability to set up and manage their own reading goals and decisions. We outline our RESOLV theory of purposeful reading and we reflect on students’ preparedness for reading i…
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection
International audience
Fostering university students’ online reading: Effects of teacher-led strategy training embedded in a digital literacy course
The impact of text availability on task-demands understanding and question-answering in multiple-document reading
In this study, we examined how first-year undergraduates understood and represented a set of questions that they were asked to answer based on three texts about advertising. Our main goal was to capture this process of task-demands understanding (i.e., task-model construction) and its impact on performance in a multiple-document reading context, with or without access to the texts. Fifty students read three complementary texts on advertising and …
Advanced theory of mind predicts adolescents’ evaluation of source benevolence while reading
Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: The mediating role of the task model
International audience
Fostering vocational high school students’ purposeful reading strategies: Co-design of educational resources and validation in a naturalistic school setting
Psychology (15 works) · Computer Science (13 works) · Educational Strategies and Epistemologies (13 works) · Linguistics (13 works) · Reading comprehension (10 works) · Cognitive psychology (8 works) · Comprehension (7 works) · Reading (process (7 works) · Artificial Intelligence (6 works) · Reading (process) (6 works)