Simon P Tiffin‐Richards
Biographic Data
| ID | 6528938 |
|---|---|
| NAME | Simon P Tiffin‐Richards |
| GIVEN NAMES | Simon P |
| FAMILY NAME | Tiffin‐Richards |
| SIGNATURE | RICHARDS S P T |
| AFFILIATIONS | University of Würzburg |
| ORCID | 0000-0002-2198-2707 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Adolescents’ comprehension of single vs. multiple digital sources
The capability to understand information originating from multiple documents is a central component of learning with digital media. We tested theory-based predictions that multiple source reading is cognitively more demanding than single source reading, such that comprehension accuracy is lower for multiple source reading, and that successful multiple source comprehension is more reliant on effort, i.e., the time spent on the reading task. Using …
Plausible or problematic? Evaluating logical fallacies in a scientific text
Informal arguments are integral to socioscientific discourse. However, even university students often struggle to judge the plausibility of arguments accurately. We investigated whether strategic reanalysis while reading, i.e., looking back and rereading parts of a text, predicts the likelihood of detecting and processing implausible arguments. In two experiments, participants’ eye movements were recorded while they read arguments embedded in an …
Lasting benefits of a web-based training in understanding informal arguments
Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-d…
Cognate facilitation in bilingual reading
A central finding of bilingual research is that cognates – words that share semantic, phonological, and orthographic characteristics across languages – are processed faster than non-cognate words. However, it remains unclear whether cognate facilitation effects are reliant on identical cognates, or whether facilitation simply varies along a continuum of cross-language orthographic and phonological similarity. In two experiments, German–English bi…
Learning as an epistemic activity / El aprendizaje como actividad epistémica
The life-long acquisition of knowledge is a major research topic in educational psychology. Many approaches based on the idea of learning as information processing treat learning primarily as the expansion of knowledge and the enrichment of existing knowledge structures with new information. In this article, we argue for a slightly different conceptualization of learning as an epistemic activity. Our proposal builds on the classical cognitive vie…
Promoting students’ argument comprehension and evaluation skills
The ability to comprehend and evaluate informal arguments is important for making sense of scientific texts and scientific reasoning. However, university students often lack the skills necessary to comprehend the functional structure and evaluate the structural plausibility of informal arguments. The aim of this study was to evaluate the effectiveness of two training interventions to a) improve students’ argument comprehension (identification of …
Does speed‐reading training work, and if so, why? Effects of speed‐reading training and metacognitive training on reading speed, comprehension and eye movements
Background Commercial speed‐reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed‐reading training can indeed have such effects. However, research on the effectiveness of modern speed‐reading training programs on reading performance in typical readers is sparse. The present study had tw…
Narrative dialogic reading with wordless picture books
Validity issues in standard-setting studies
Validity issues in standard-setting studies
Narrative dialogic reading with wordless picture books
Promoting students’ argument comprehension and evaluation skills
The ability to comprehend and evaluate informal arguments is important for making sense of scientific texts and scientific reasoning. However, university students often lack the skills necessary to comprehend the functional structure and evaluate the structural plausibility of informal arguments. The aim of this study was to evaluate the effectiveness of two training interventions to a) improve students’ argument comprehension (identification of …
Does speed‐reading training work, and if so, why? Effects of speed‐reading training and metacognitive training on reading speed, comprehension and eye movements
Background Commercial speed‐reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed‐reading training can indeed have such effects. However, research on the effectiveness of modern speed‐reading training programs on reading performance in typical readers is sparse. The present study had tw…
Cognate facilitation in bilingual reading
A central finding of bilingual research is that cognates – words that share semantic, phonological, and orthographic characteristics across languages – are processed faster than non-cognate words. However, it remains unclear whether cognate facilitation effects are reliant on identical cognates, or whether facilitation simply varies along a continuum of cross-language orthographic and phonological similarity. In two experiments, German–English bi…
Learning as an epistemic activity / El aprendizaje como actividad epistémica
The life-long acquisition of knowledge is a major research topic in educational psychology. Many approaches based on the idea of learning as information processing treat learning primarily as the expansion of knowledge and the enrichment of existing knowledge structures with new information. In this article, we argue for a slightly different conceptualization of learning as an epistemic activity. Our proposal builds on the classical cognitive vie…
Plausible or problematic? Evaluating logical fallacies in a scientific text
Informal arguments are integral to socioscientific discourse. However, even university students often struggle to judge the plausibility of arguments accurately. We investigated whether strategic reanalysis while reading, i.e., looking back and rereading parts of a text, predicts the likelihood of detecting and processing implausible arguments. In two experiments, participants’ eye movements were recorded while they read arguments embedded in an …
Lasting benefits of a web-based training in understanding informal arguments
Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-d…
Adolescents’ comprehension of single vs. multiple digital sources
The capability to understand information originating from multiple documents is a central component of learning with digital media. We tested theory-based predictions that multiple source reading is cognitively more demanding than single source reading, such that comprehension accuracy is lower for multiple source reading, and that successful multiple source comprehension is more reliant on effort, i.e., the time spent on the reading task. Using …
Psychology (8 works) · Computer Science (5 works) · Cognitive psychology (4 works) · Reading and Literacy Development (4 works) · Cognitive science (3 works) · Comprehension (3 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Linguistics (3 works) · Pedagogy (3 works)