Do prior attitudes influence epistemic cognition while reading conflicting information?

Johan Van Strien, Saskia Brand-Gruwel, Els Boshuizen

    Research output: Contribution to conferencePaperAcademic

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    Abstract

    Students spontaneously engage in epistemic cognition when reading conflicting scientific information. This study examines how this epistemic cognition is related to students’ actual beliefs. In addition, the interplay of students’ epistemic beliefs and prior attitudes when encountering conflicting and partly attitude-inconsistent information on a controversial socio-scientific is studied using think-aloud methods.
    Original languageEnglish
    Publication statusPublished - 10 Sept 2012
    EventEARLI SIG 02 : Comprehension of Text and Graphics - Pierre-Mendès-France University of Grenoble, Grenoble, France
    Duration: 29 Aug 201231 Aug 2012

    Other

    OtherEARLI SIG 02
    Country/TerritoryFrance
    CityGrenoble
    Period29/08/1231/08/12

    Keywords

    • epistemic cognition
    • prior attitudes
    • conflicting information
    • multiple texts

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