Dealing with Multiple Documents on the WWW: The Role of Metacognition in the Formation of Documents Models

Marc Stadtler; Rainer Bromme

International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 191–210

Drawing on the theory of documents representation (Perfetti et al., Toward a theory of documents representation. In: H. v. Oostendorp & S. R. Goldman (Eds.), "The construction of mental representations during reading." Mahwah, NJ: Erlbaum, 1999), we ...

Coherence Formation when Learning from Text and Pictures: What Kind of Support for Whom?

Tobias Bartholome; Rainer Bromme

Journal of Educational Psychology Vol. 101, No. 2 (May 2009) pp. 282–293

This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored...

Effects of Epistemological Sensitization on Source Choices

Torsten Porsch; Rainer Bromme

Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 6 (November 2011) pp. 805–819

The uneven distribution of knowledge within modern societies requires a reliance on sources (e.g., reference books, teachers, the Internet) in addition to own experience. Most scientific issues are far too complex to be understood in any depth by...

Implicit psychological concepts in architects' knowledge — How large is a large room?

Riklef Rambow; Rainer Bromme

Learning and Instruction Vol. 5, No. 4 pp. 337–355

Architects create environments for human behaviour. Therefore they need — in addition to technical and design knowledge — some sort of “psychological” knowledge of the effects of their planning decisions on the occupant. The structure of this...

Language: English

Is a hypertext a book or a space? The impact of different introductory metaphors on hypertext construction

Rainer Bromme; Elmar Stahl

Computers & Education Vol. 44, No. 2 (February 2005) pp. 115–133

This study examines the impact of different metaphors on the process of hypertext construction. Two groups of 20 college students with no experience in hypertext construction received introductory explanations on the text format “hypertext” based on ...

Language: English

Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment

Elmar Stahl; Rainer Bromme

Computers & Education Vol. 53, No. 4 (December 2009) pp. 1020–1028

Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of...

Language: English

The CAEB: An instrument for measuring connotative aspects of epistemological beliefs

Elmar Stahl; Rainer Bromme

Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 773–785

This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such as dynamic–static and objective–subjective. After...

Language: English

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

Dorothe Kienhues; Marc Stadtler; Rainer Bromme

Learning and Instruction Vol. 21, No. 2 (April 2011) pp. 193–204

The present study investigated how dealing with conflicting versus consistent medical information on the Web impacts on topic-specific and medicine-related epistemic beliefs as well as aspects of health decision making. One hundred mostly female...

Language: English

Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments

Cindy E. Hmelo-Silver; Rainer Bromme

Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 460–464

Language: English

Explaining with nonshared illustrations: How they constrain explanations

Regina Jucks; Rainer Bromme; Anne Runde

Learning and Instruction Vol. 17, No. 2 (April 2007) pp. 204–218

We report two experimental studies on the potentially detrimental effects of nonshared, external representations in an instructional setting. Domain experts viewing an external representation responded to E-mail inquires for medical advice written...

Language: English

Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations

Eva Thomm; Sarit Barzilai; Rainer Bromme

Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 15–26

The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts. University students (

Language: English

Dealing with Uncertainty: Readers' Memory for and Use of Conflicting Information from Science Texts as Function of Presentation Format and Source Expertise

Marc Stadtler; Lisa Scharrer; Benjamin Brummernhenrich; Rainer Bromme

Cognition and Instruction Vol. 31, No. 2 (2013) pp. 130–150

Past research has shown that readers often fail to notice conflicts in text. In our present study we investigated whether accessing information from multiple documents instead of a single document might alleviate this problem by motivating readers...

Is adaptation to task complexity really beneficial for performance?

Stephanie Pieschl; Elmar Stahl; Tom Murray; Rainer Bromme

Learning and Instruction Vol. 22, No. 4 (August 2012) pp. 281–289

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (

Language: English

The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information

Lisa Scharrer; Rainer Bromme; M. Anne Britt; Marc Stadtler

Learning and Instruction Vol. 22, No. 3 (June 2012) pp. 231–243

The present research investigated whether laypeople are inclined to rely on their own evaluations of the acceptability of scientific claims despite their knowledge limitations. Specifically, we tested whether laypeople are more prone to discount...

Language: English