Matthew T McCrudden
Dados Biográficos
| ID | 5972255 |
|---|---|
| NOME | Matthew T McCrudden |
| PRENOMES | Matthew T |
| SOBRENOME | McCrudden |
| ASSINATURA | MCCRUDDEN M T |
| AFILIAÇÕES | Pennsylvania State University |
| ORCID | 0000-0001-8347-3353 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 38 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Evaluating the consistency between human raters and three AI systems on the scoring of argumentative essays
Prompting strategies with generative AI during learning from multiple sources
Purpose instructions and task models in multiple-text reading
The Role of pre-reading task instructions in reading comprehension
Psycholinguistic Studies of Literacy
Our understandings of literacy experiences, with respect to both successes and challenges, have been usefully informed by psycholinguistic research. The current entry presents the utility of such approaches by highlighting work specifically examining the processes and products underlying reading experiences. We briefly review the ways in which goals and tasks guide reader attention to and memory for text, the types of inferences that readers cons…
The effects of text structure on students’ use of comprehension strategies and cognitive outcomes during science text processing
This study investigated the effect of refutation text structure on reading processes and learning. Undergraduate biology students ( n = 116) who had high or moderate misconceptions were randomly assigned to read either a non-refutation text, a simple refutation text, or an elaborated refutation text that addressed commonly held misconceptions about genetic biology. Participants’ were prompted to think-aloud and type their thoughts as they read th…
Promoting integration and learning from multiple complementary texts
In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts about specific animals. These exemplar texts illustrated natural selection in different species but did…
Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Bridging Inferences and Learning from Multiple Complementary Texts
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicat…
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
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…
Readers' Use of Online Discrepancy Resolution Strategies
The purpose of this study was to investigate why some individuals who read refutational text demonstrate conceptual change learning, whereas others do not. Middle school students were asked to complete a pretest, read a refutational text while thinking aloud, complete a posttest, and participate in an interview. The data were analyzed in two phases. In the first phase, pretest and posttest data were analyzed, which showed that readers had acquire…
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Relevance and Goal-Focusing in Text Processing
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
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…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Bridging Inferences and Learning from Multiple Complementary Texts
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicat…
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Relevance and Goal-Focusing in Text Processing
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Readers' Use of Online Discrepancy Resolution Strategies
The purpose of this study was to investigate why some individuals who read refutational text demonstrate conceptual change learning, whereas others do not. Middle school students were asked to complete a pretest, read a refutational text while thinking aloud, complete a posttest, and participate in an interview. The data were analyzed in two phases. In the first phase, pretest and posttest data were analyzed, which showed that readers had acquire…
Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students
Integration in mixed methods involves bringing together quantitative and qualitative approaches. There is a need for practical examples of how to integrate the two approaches in an explanatory sequential design at the methods level and at the interpretation and reporting level. This article reports an explanatory sequential mixed methods study of adolescents’ quantitative judgments about belief-related scientific arguments and qualitative reasons…
Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time for task-relevant and task-irrelevant text, but participants recalled task-relevant text better than …
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…
Bridging Inferences and Learning from Multiple Complementary Texts
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students’ (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural selection. After reading, participants completed a topic knowledge posttest. Nonparametric tests indicat…
Promoting integration and learning from multiple complementary texts
In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts about specific animals. These exemplar texts illustrated natural selection in different species but did…
Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
We examined whether positive emotions interacted with task instructions and topic beliefs to influence processing and memory of a dual-position text. Participants provided emotion and belief ratings, were instructed to focus on one position in a dual-position text while reading silently (Experiment 1) or thinking-aloud (Experiment 2), and then orally remembered the text. Independently of beliefs, higher positive emotion was associated with assimi…
Psycholinguistic Studies of Literacy
Our understandings of literacy experiences, with respect to both successes and challenges, have been usefully informed by psycholinguistic research. The current entry presents the utility of such approaches by highlighting work specifically examining the processes and products underlying reading experiences. We briefly review the ways in which goals and tasks guide reader attention to and memory for text, the types of inferences that readers cons…
The effects of text structure on students’ use of comprehension strategies and cognitive outcomes during science text processing
This study investigated the effect of refutation text structure on reading processes and learning. Undergraduate biology students ( n = 116) who had high or moderate misconceptions were randomly assigned to read either a non-refutation text, a simple refutation text, or an elaborated refutation text that addressed commonly held misconceptions about genetic biology. Participants’ were prompted to think-aloud and type their thoughts as they read th…
Evaluating the consistency between human raters and three AI systems on the scoring of argumentative essays
Prompting strategies with generative AI during learning from multiple sources
Purpose instructions and task models in multiple-text reading
The Role of pre-reading task instructions in reading comprehension
Psychology (12 obras) · Computer Science (11 obras) · Educational Strategies and Epistemologies (9 obras) · Linguistics (9 obras) · Mathematics education (9 obras) · Cognitive psychology (8 obras) · Reading and Literacy Development (8 obras) · Cognition (6 obras) · Reading (process (6 obras) · Reading comprehension (5 obras)