Vita IVAR BRÅTEN Fall 2018 N-0317 Oslo Norway · Teaching sourcing in upper-secondary school: A...

1

Vita IVAR BRÅTEN Fall 2018

Department of Education Phone: +47 22 85 52 82

University of Oslo Fax: +47 22 85 42 50

P.O. Box 1092 Blindern E-mail: [email protected]

N-0317 Oslo

Norway

EDUCATION

Ph.D. in Educational Psychology, University of Oslo, 1990

M.A. in Educational Psychology, University of Oslo, 1980

B.A. in Social Science, University of Oslo, 1975

ACADEMIC POSITIONS AND RESEARCH VISITS

Professor of Educational Psychology, Department of Education, University of Oslo, 1997-

present.

Professor of Special Education (part-time), Department of Teacher Education, Østfold

University College, 2003-present.

Visiting distinguished professor scholarship, Faculty of Psychology, University of Valencia,

Spain, 2018-2019.

Visiting scientist scholarship, Department of Developmental Psychology and Socialization,

University of Padova, Italy, Fall 2018.

Visiting Scholar, School of Educational Psychology and Pedagogy, Victoria University of

Wellington, New Zealand, Fall 2013.

Visiting Scholar, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de

Poitiers, France, Spring 2010.

Visiting Scholar, Department of Psychology, College of Liberal Arts and Sciences, Northern

Illinois University, USA, Fall 2006, Fall 2007, Fall 2008, Fall 2010, Fall 2011, Fall 2012, and

Spring 2015.

Visiting Scholar, Department of Developmental and Educational Psychology, Faculty of

Psychology, University of Valencia, Spain, Spring 2006, Spring 2007, Spring 2008, Spring

2011, Spring 2012, Fall 2014, Spring 2016, Fall 2017, and Spring 2018.

Visiting Scholar, Department of Educational Psychology, College of Education, University of

Texas at Austin, USA, Fall 2003.

Associate Professor of Educational Psychology, Department of Educational Research,

University of Oslo, 1991-1997.

Research Fellow, Department of Educational Research, University of Oslo, 1987-1991.

PROGRAM AND PROJECT ADMINISTRATION

Head of project, Critical Reading and Learning in the 21st Century, 2013-present (University of

Oslo, USD 22, 000; Norwegian Research Council, USD 1, 500, 000).

2

Advisor and evaluator of project, Missions with Monty: A Game-Based Approach to

Comprehension Monitoring with Information Science Text, 2018-present (North Carolina

State University, USA. Funded by the National Science Foundation EHR Core program).

Member of the International Reading Literacy Expert Group for PISA 2018, 2014-2017.

Head of project, Multiple-Documents Literacy: Understanding, Assessing, and Improving

Students’ Learning from Conflicting Information Sources, 2009-2013 (Norwegian Research

Council, USD 1, 000, 000) (co-directed with Helge Strømsø).

Advisor of project, Catalyzing Comprehension through Discussion and Debate, 2010-2015

(Harvard University, USA. Funded by U.S. Department of Education’s Institute of Educational

Sciences).

Head of the doctoral concentration in Language Development, Text Comprehension, and

Literacy (National Graduate School in Educational Science), 2008-2014.

Head of the Research Group on Text Comprehension—Development, Instruction, and Multiple

Texts (TextDIM), 2007-2018.

Head of Project, Learning in a Knowledge Society: Constructing Meaning from Multiple

Information Sources, 2006-2008 (Norwegian Research Council, USD 1, 000, 000).

Head of Project, Epistemological Beliefs and the Reading of Multiple Texts, 2002-2005 (co-

directed with Helge Strømsø

Head of Project, Self-Regulated Learning and Text Comprehension (SRLTC), 2000-2005.

Head of Project, Strategic Learning Among College Students, 1996-2000 (co-directed with Bodil

S. Olaussen).

Coordinator of the master program in educational-psychological counselling, Department of

Educational Research, University of Oslo, 1997-2006.

PROFESSIONAL AFFILIATIONS

American Psychological Association: Division 15, Educational Psychology.

American Educational Research Association: Division C, Learning and Instruction.

European Association for Research on Learning and Instruction: Special Interest Group 2,

Comprehension of Text and Graphics. Society for Text and Discourse. Fellow of the Society for

Text and Discourse.

REVIEWER

Journals

American Educational Research Journal, Asia Pacific Education Review, British Journal of

Educational Psychology, Cognition and Instruction, Computers & Education, Computers in

Human Behavior, Contemporary Educational Psychology, Developmental Psychology,

Discourse Processes, Educational Psychologist, Educational Psychology Review, Educational

Research, English for Specific Purposes, European Journal of Psychology of Education,

Higher Education, Information Design Journal, Instructional Science, International Journal of

Educational Research, International Journal of Psychology, International Journal of Applied

Linguistics, Journal of Computer Assisted Learning, Journal of Educational Computing

Research, Journal of Educational Psychology, Journal of the Learning Sciences, Journal of

Research in Reading, Learning and Individual Differences, Learning and Instruction,

Metacognition and Learning, Motivation and Emotion, Reading and Writing: An

Interdisciplinary Journal, Reading Research Quarterly, Scandinavian Journal of Educational

3

Research, Scandinavian Journal of Psychology, Science Education, Scientific Studies of

Reading, Social Psychology of Education, Zeitschrift für Psychologie.

Proposals

American Educational Research Association, Centre for Advanced Study at The Norwegian

Academy of Science, Cognitive Science Society, European Association for Research on

Learning and Instruction, Israel Science Foundation, Social Sciences and Humanities

Research Council of Canada, Society for Text and Discourse, Swedish Research Council,

Swiss National Science Foundation, Transactions from the Royal Norwegian Society of

Sciences and Letters, US-Israel Binational Science Foundation.

Editorial Review Boards (journals and conferences)

Contemporary Educational Psychology, 2013 – present.

Discourse Processes, 2017 – present.

Educational Psychologist, 2010 – 2015.

Learning and Instruction, 2010 – present.

Metacognition and Learning, 2011 – present.

Learning and Individual Differences, 2013 – present.

Reading Research Quarterly, 2009 – 2012, 2016 – present.

Member of the International Scientific Committee for the EARLI SIG meeting on

Comprehension of Text and Graphics 2006, 2008, 2010, 2012, 2014, 2016, and 2018, and for the

meeting of the Society for Text and Discourse 2011 and 2013.

SUPERVISION AT MASTER AND DOCTORAL LEVEL

Sixty-seven graduate students (55 MA, 12 PhD) with completed theses; advisor of 5 post-

doctoral fellows. Four PhD students currently supervised.

ASSESSMENT

Member of National Committee for Assessment of Promotion to Full Professor, 1997 and

2000. Member of doctoral committees at the Universities of Oslo, Stavanger, and Tromsø

(Norway), Tübingen (Germany), Århus (Denmark), Umeå (Sweden), The Open University of

the Netherlands (Heerlen, The Netherlands), and Leiden University (The Netherlands).

External reviewer of applications for promotion to associate, full, and distinguished professor

in educational and cognitive psychology at 7 US universities.

PUBLICATIONS

The publication list totals well over 300 titles, including 10 authored or edited books, nearly

150 international peer-reviewed articles and book chapters, approximately 125 refereed

papers presented at international conferences, and more than 75 publications in Norwegian.

Publications are co-authored with over 60 different scholars from 11 different countries.

4

Impact (August 2018)

Citations: Google Scholar 7271, SCOPUS 2935, Web of Science 2030.

h-index: Google Scholar 51, SCOPUS 33, Web of Science 29.

INTERNATIONAL PUBLICATIONS

Refereed International Journal Articles and Book Chapters

Bråten, I., Brante, E.W., & Strømsø, H.I. (under review). Teaching sourcing in upper-

secondary school: A comprehensive sourcing intervention with follow-up data.

Reading Research Quarterly.

Anmarkrud, A., Andresen, A., & Bråten, I. (under review). Processing and learning from

multiple sources: A comparative case study of students with dyslexia working in a

multiple source multimedia context. Contemporary Educational Psychology.

Ankney, R.L., Kessler, E.D., Braasch, J.L.G., Daniels, F., & Bråten, I. (under review). The

role of implicit theories of intelligence and statistical ability in statistics course

performance and knowledge transfer. Infancia y Aprendizaje.

Salmerón, L., Gil, L., & Bråten, I. (under revision). Using eye-tracking to assess sourcing

during multiple document reading: A critical analysis. Frontline Learning Research.

Anmarkrud, A., Andresen, A., & Bråten, I. (under revision). Cognitive load and working

memory in multimedia learning: Conceptual and measurement issues. Educational

Psychologist.

Andresen, A., Anmarkrud, Ø., & Bråten, I. (under revision). Investigating multiple source

use among students with and without dyslexia. Reading and Writing: An

Interdisciplinary Journal.

Brandmo, C., Bråten, I., & Schewe, O. (in press). Social and personal predictors of test

anxiety among Norwegian secondary and postsecondary students. Social Psychology

of Education.

Bråten, I., Brante, E.W., & Strømsø, H.I. (in press). What really matters: The role of

behavioral engagement in multiple document literacy tasks. Journal of Research in

Reading.

Stang Lund, E., Bråten, I., Brandmo, C., Brante, E.W., & Strømsø, H.I. (in press).

Direct and indirect effects of textual and individual factors on source-content

integration when reading about a socio-scientific issue. Reading and Writing: An

Interdisciplinary Journal.

Bråten, I., Brandmo, C., & Kammerer, Y. (in press). A validation study of the Internet-

Specific Epistemic Justification Inventory with Norwegian pre-service teachers.

Journal of Educational Computing Research.

Ferguson, L.E., & Bråten, I. (in press). Student teachers' beliefs about learning and teaching: A

qualitative study. Teacher Education and Practice.

Bråten, I., Braasch, J.L.G., & Salmerón, L. (in press). Reading multiple and non-traditional

texts: New opportunities and new challenges. In E.B. Moje, P. Afflerbach, P. Enciso, &

N.K. Lesaux (Eds.), Handbook of Reading Research (Vol. V). New York:

Routledge. Bråten, I., McCrudden, M.T., Stang Lund, E., Brante, E.W., & Strømsø, H.I. (2018). Task-

oriented learning with multiple documents: Effects of topic familiarity, author expertise,

and content relevance on document selection, processing, and use. Reading Research

Quarterly, 53, 345-365.

Lombard, J., Amadieu, F., Bråten, I., & van de Leemput, C. (2018). Reading multiple

5

documents on tablet: Effects of applications and strategic guidance on performance and

acceptance. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration

technologies: Design, development and technological innovation (pp. 157-169). New

York: Springer.

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.) (2018). Handbook of multiple source

use. New York: Routledge.

Brandmo, C., & Bråten, I. (2018). Investigating relations between beliefs about justification

for knowing, interest, and knowledge across two socio-scientific topics. Learning and

Individual Differences, 62, 89-97.

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (2018). Introduction to research on multiple

source use. In J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of

multiple source use (pp. 1-13). New York: Routledge.

Bråten, I., & Braasch, J.L.G. (2018). The role of conflict in multiple source use. In J.L.G

Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple source

use (pp. 184-201). New York: Routledge.

Braasch, J.L.G., McCrudden, M.T., & Bråten, I. (2018). Reflections and future directions. In

J.L.G Braasch, I. Bråten, & M.T. McCrudden, M.T. (Eds.), Handbook of multiple

source use (pp. 527-538). New York: Routledge.

Salmerón, L., Gil, L., & Bråten, I. (2018). Effects of reading real versus print-out versions

of multiple documents on students’ sourcing and integrated understanding.

Contemporary Educational Psychology, 52, 25-35.

Bråten, I., Stadtler, M., & Salmerón, L. (2018). The role of sourcing in discourse

comprehension. In M.F. Schober, M.A. Britt, & D.N. Rapp (Eds.), Handbook of

discourse processes (2nd. ed., pp. 141-166). New York: Routledge.

Strømsø, H.I., & Bråten, I. (2017). Students’ trust in research-based results about potential

health risks presented in popular media. Bulletin of Science, Technology, & Society,

37, 3-14.

Andreassen, R., Jensen, M.S., & Bråten, I. (2017). Investigating self-regulated study

strategies among postsecondary dyslexic students: A diary method study. Reading and

Writing: An Interdiscliplinary Journal.

Bråten, I., Muis, K.R., & Reznitskaya, A. (2017). Teachers’ epistemic cognition in the

context of dialogic practice: A question of calibration? Educational Psychologist, 52,

252-269.

Bråten, I., Lien, A., & Nietfeld, J. (2017). Examining the effects of task instructions to

induce implicit theories of intelligence on a rational thinking task: A cross-cultural study.

Zeitschrift für Psychologie, 225, 146-156.

Braasch, J.L.G., & Bråten, I. (2017). The Discrepancy-Induced Source Comprehension (D-

ISC) model: Basic assumptions and preliminary evidence. Educational Psychologist,

52, 167-181.

Strømsø, H.I., Bråten, I., Stenseth, T. (2017). The role of students’ prior topic beliefs

in recall and evaluation of information from texts on socio-scientific issues. Nordic

Psychology, 69, 127-142.

Bråten, I., & Braasch, J.L.G. (2017). Key issues in research on students’ critical reading

and learning in the 21st century information society. In C. Ng & B. Bartlett (Eds.),

Improving reading and reading engagement in the 21st century: International research

and innovations (pp. 77-98). Singapore: Springer.

Stang Lund, E., Bråten, I., Brante, E.W., & Strømsø, H.I. (2017). Memory for textual

conflicts predicts sourcing when adolescents read multiple expository texts. Reading

Psychology: An International Journal, 38, 417-437.

Trevors, G.J., Kendeou, P., Bråten, I., & Braasch, J.L.G. (2017). Adolescents’ epistemic

6

profiles in the service of knowledge revision. Contemporary Educational Psychology,

49, 107-120.

Bråten, I., Johansen, R.-P., & Strømsø, H.I. (2017). Effects of different ways of

introducing a reading task on intrinsic motivation and comprehension. Journal of

Research in Reading, 40, 17-36.

Sandoval, W.A., Greene, J.A., & Bråten, I. (2016). Understanding and promoting

thinking about knowledge: Origin, issues, and future directions of research on

epistemic cognition. Review of Research in Education, 40, 457-496.

Bråten, I., Strømsø, H.I., & Andreassen, R. (2016). Sourcing in professional education: Do text

factors make any difference? Reading and Writing: An Interdisciplinary Journal,

29, 1599-1628.

Bråten, I., Salmerón, L., & Strømsø, H.I. (2016). Who said that? Investigating the

Plausibility-Induced Source Focusing assumption with Norwegian undergraduate

readers. Contemporary Educational Psychology, 46, 253-262.

Stenseth, T., Bråten, I., & Strømsø, H.I. (2016). Investigating interest and knowledge as

predictors of students’ attitudes towards socio-scientific issues. Learning and


Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2016). Beliefs about

justification for knowing when ethnic-majority and ethnic-minority students read

multiple conflicting documents. Educational Psychology: An International Journal of

Experimental Educational Psychology, 36, 638-657.

McCrudden, M.T., Stenseth, T., Bråten, I., & Strømsø, H.I. (2016). The effects of

author expertise and content relevance on document selection: A mixed methods

study. Journal of Educational Psychology, 108, 147-162.

Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). Reflections and future directions. In

J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition

(pp. 495-510). New York: Routledge.

Bråten, I. (2016). Epistemic cognition interventions: Issues, challenges, and interventions. In

J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition.

(pp. 360-371). New York: Routledge.

Greene, J.A., Sandoval, W.A., & Bråten, I. (2016). An introduction to epistemic cognition.

In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic

cognition (pp. 1-15). New York: Routledge.

Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.) (2016). Handbook of epistemic

cognition. New York: Routledge.

Kendeou, P., Braasch, J.L.G., & Bråten, I. (2016). Optimizing conditions for learning:

Situating refutations in epistemic cognition. Journal of Experimental Education, 84,

245-263.

Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2016). The role of epistemic beliefs in the

comprehension of single and multiple texts. In P. Afflerbach (Ed.), Handbook of

individual differences in reading: Text and context (pp. 67-79). New York: Routledge.

Bråten, I., & Ferguson, L.E. (2015). Beliefs about sources of knowledge predict motivation for

learning in teacher education. Teaching and Teacher Education, 50, 13-23.

Bråten, I., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L. (2015). Establishing

trustworthiness when students read multiple documents containing conflicting

scientific evidence. Reading Psychology: An International Journal, 36, 315-349.

Bråten, I., & Ferguson, L.E. (2014). Investigating cognitive capacity, personality,and

epistemic beliefs in relation to science achievement. Learning and Individual

Differences, 36, 124-130.

Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (2014). Sensitivity to

7

inaccurate argumentation in health news articles: Potential contributions of readers’

topic and epistemic beliefs. In D.N. Rapp & J.L.G. Braasch (Eds.), Processing

inaccurate information: Theoretical and applied perspectives from cognitive science

and the educational sciences (pp. 117-137). Cambridge, MA: MIT Press.

Strømsø, H.I., & Bråten, I. (2014). Students’ sourcing while reading and writing

from multiple documents. Nordic Journal of Digital Literacy, 9, 92-111.

Hagen, Å., Braasch, J.L.G., & Bråten, I. (2014). Do argument tasks promote intertextual

reading strategies? A study relating spontaneous note-taking, self-reported strategies,

and multiple-text comprehension. Journal of Research in Reading, 37, 141-157.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Multiple-documents literacy: Strategic

processing, source awareness, and argumentation when reading multiple conflicting

documents. Learning and Individual Differences, 30, 64-76.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I., & Brandmo, C. (2014). Modeling

relations between students’ justification for knowing beliefs in science, motivation for

understanding what they read in science, and science achievement. International

Journal of Educational Research, 66, 1-12.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2014). Students working with

multiple conflicting documents on a scientific issue: Relations between epistemic

cognition while reading and sourcing and argumentation in essays. British Journal of

Educational Psychology, 84, 58-85.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of

intelligence predict multiple-documents comprehension. Learning and Individual

Differences, 31, 11-20.

Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H.I. (2014). Developing and

testing a model of direct and indirect relationships between individual differences,

processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.

Steffens, B., Britt, M.A., Braasch, J.L.G., Strømsø, H.I., Bråten, I. (2014). Memory for simple

scientific arguments and their sources: Claim-evidence consistency matters. Discourse

Processes, 51, 117-142.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Epistemic beliefs and

comprehension in the context of reading multiple documents: Examining the role of

conflict. International Journal of Educational Research, 62, 100-114.

Andreassen, R., & Bråten, I. (2013). Teachers’ source evaluation self-efficacy predicts

their use of relevant source features when evaluating the trustworthiness of Web

sources on special education. British Journal of Educational Tecnology, 44, 821-836.

Anmarkrud, Ø., McCrudden, M., Bråten, I., & Strømsø, H.I. (2013). Relevance

judgments, strategy use, and written argumentation in multiple documents

comprehension. Instructional Science, 41, 873-894.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2013). Justification beliefs

and multiple-documents comprehension. European Journal of Psychology of Education,

28, 879-902.

Strømsø, H.I., & Bråten, I. (2013). Multiple documents literacy. In L. Meyer (Ed.), Oxford

bibliographies in education. New York: Oxford University Press.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2013).

Promoting secondary school students’ evaluation of source features of multiple

documents. Contemporary Educational Psychology, 38, 180-195.

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2013). Spontaneous sourcing among

students reading multiple documents. Cognition and Instruction, 31, 176-203.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet-

8

specific epistemic beliefs in laypersons’ source evaluations and decisions during Web

search on a medical issue. Computers in Human Behavior, 29, 1193-1203.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning

and comprehension when reading multiple texts: The roles of word-level processing,

strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary

Journal, 26, 321-348.

Bråten, I., & Anmarkrud, Ø. (2013). Does naturally-occurring comprehension strategies

instruction make a difference when students read expository text? Journal of Research

in Reading, 36, 42-57.

Ferguson, L.E., & Bråten, I. (2013). Student profiles of knowledge and epistemic

beliefs: Changes and relations to multiple-text comprehension. Learning and

Instruction, 25, 49-61.

Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies

instruction in ninth-grade language arts classrooms, Scandinavian Journal of

Educational Research, 591-623.

Ferguson, L., Bråten, I., & Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of

knowledge and epistemic beliefs in the context of reading multiple texts. In J. van Aalst,

K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings

of the10th International Conference of the Learning Sciences (Vol. 2, pp. 479-450).

Sydney, NSW, Australia: International Society of the Learning Sciences.

Bråten, I., & Strømsø, H.I. (2012). Knowledge acquisition: Constructing meaning from multiple

information sources. In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (Part 11,

pp. 1677-1680). Heidelberg: Springer.

Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition and change

when students read multiple documents containing conflicting scientific evidence: A

think-aloud study. Learning and Instruction, 22, 103-120.

Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I. , & Bråten, I. (2012). Profiles of epistemic beliefs

and knowledge when reading multiple texts. In M. Cantoia, B. Colombo, A. Gaggioli, &

B.G. De Marco (Eds.), Proceedings of the 5th Biennial Meeting of the EARLI Special

Interest Group 16 Metacognition (pp. 34-35). Milan, Italy: EDUCatt.

Bråten, I. (2011). Personal epistemology in education. In V.G. Aukrust (Ed.), Learning and

cognition in education (pp. 52-58). Oxford: Elsevier.

Bråten, I., & Strømsø, H.I. (2011). Measuring strategic processing when students read

multiple texts. Metacognition and Learning, 6, 111-130.

Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading

comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21,520-

537.

Bråten, I., Gil, L., & Strømsø, H.I. (2011). The role of different task instructions and reader

characteristics when learning from multiple expository texts. In M.T. McCrudden, J.P.

Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 95-122).

Greenwich, CT: Information Age Publishing.

Strømsø, H.I., & Bråten, I. (2011). Epistemic beliefs in higher education: Teachers’ beliefs

and the role of faculty training programs. In J. Brownlee, G. Schraw, & D. Berthelsen

(Eds.), Personal epistemology in teacher education. New York: Routledge.

Bråten, I., & Britt, M.A., Strømsø, H.I., & Rouet, J.-F. (2011). The role of epistemic beliefs in

the comprehension of multiple expository texts: Towards an integrated model.

Educational Psychologist, 46, 48-70.

Strømsø, H.I., & Bråten, I., & Britt, M.A. (2011). Do students’ beliefs about knowledge

and knowing predict their judgment of texts’ trustworthiness? Educational Psychology:

An International Journal of Experimental Educational Psychology, 31, 177-206.

9

Bråten, I., & Strømsø, H.I., & Salmeron, L. (2011). Trust and mistrust when students read

multiple information sources about climate change. Learning and Instruction, 21, 180-

192.

Bråten, I., & Strømsø, I. (2010). When law students read multiple documents about global

warming: Examining the role of topic-specific beliefs about the nature of knowledge and

knowing. Instructional Science, 38, 635-657.

Andreassen, R., & Bråten, I. (2010). Examining the prediction of reading comprehension on

different multiple-choice texts. Journal of Research in Reading, 33, 263-283.

Salmeron, L., Gil, L., Bråten, I., & Strømsø, H.I. (2010). Comprehension effects of signalling

relationships between documents in search engines. Computers in Human Behavior, 26,

419-426.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Summary versus argument tasks

when working with multiple documents: Which is better for whom? Contemporary


Strømsø, H.I., & Bråten, I., & Britt, M.A. (2010). Reading multiple texts about climate change:

The relationship between memory for sources and text comprehension. Learning and


Strømsø, H.I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of

Internet-based learning. Metacognition and Learning, 5, 91-111.

Bråten, I. (2010). Personal epistemology in education: Concepts, issues, and implications. In

E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education

(Vol. 5, pp. 211-217). Oxford: Elsevier.

Strømsø, H.I., & Bråten, I. (2010). Learning from multiple information sources. In E. Baker,

B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp.

191-196). Oxford: Elsevier.

Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2010). Poor readers—good learners: A study

of dyslexic readers learning with and without text. Reading and Writing Quarterly:

Overcoming Learning Difficulties, 26, 166-187.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Understanding and integrating

multiple science texts: Summary tasks are sometimes better than argument tasks. Reading

Psychology: An International Journal, 31, 30-68.

Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on

the understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.

Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology

across cultures: Exploring Norwegian and Spanish university students’ epistemic beliefs

about climate change. Social Psychology of Education, 12, 529-560.

Strømsø, H.I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text

comprehension among upper secondary students. Educational Psychology: An

International Journal of Experimental Educational Psychology, 29, 425-445.

Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early

reading development: A Norwegian latent variable longitudinal study. Developmental


Anmarkrud, Ø., & Bråten, I. (2009). Motivation for reading comprehension. Learning and


Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source

evaluation in students’ construction of meaning within and across multiple texts. Reading

Research Quarterly, 44, 6-28.

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task, topic-specific

personal epistemology and prior knowledge on superficial and deep understanding of

multiple texts. In J. Cañas (Ed.), Proceedings of the Workshop on Cognition and the

10

Web: Information Processing, Comprehension, and Learning (pp. 133-138). Granada,

Spain: University of Granada.

Bråten, I., & Strømsø, H.I., & Samuelstuen, M.S. (2008). Are sophisticated students always

better? The role of topic-specific personal epistemology in the understanding of multiple

expository texts. Contemporary Educational Psychology, 33, 814-840.

Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2008). Dimensions of topic-specific

epistemological beliefs as predictors of multiple text understanding. Learning and


Bråten, I., & Strømsø, H.I. (2008). Job values in professional education: The role of

achievement goals. Scandinavian Journal of Educational Research, 52, 259-277.

Bråten, I. (2008). Personal epistemology, understanding of multiple texts, and learning within

Internet technologies. In Myint Swe Khine (Ed.), Knowing, knowledge, and beliefs:

Epistemological studies across diverse cultures (pp. 351-376). New York: Springer-

Verlag.

Samuelstuen, M.S., Bråten, I., & Valås, H. (2007). Context effects in Norwegian 10th-grade

students’ reports on learning strategies using the Cross-Curricular Competencies

instrument. Scandinavian Journal of Educational Research, 51, 511-529.

Bråten, I., & Samuelstuen, M.S. (2007). Measuring strategic processing: Comparing task-

specific self-reports with traces. Metacognition and Learning, 2, 1-20.

Samuelstuen, M.S., & Bråten, I. (2007). Examining the validity of self-reports on scales

measuring students’ strategic processing. British Journal of Educational Psychology, 77,

351-378.

Bråten, I., & Olaussen, B.S. (2007). The motivational development of Norwegian nursing

students over the college years. Learning in Health and Social Care, 6, 27-43.

Bråten, I., & Strømsø, H.I. (2006). Effects of personal epistemology on the understanding of

multiple texts. Reading Psychology: An International Journal, 27, 457-484.

Bråten, I., & Strømsø, H.I. (2006). Constructing meaning from multiple information sources

as a function of personal epistemology: The role of text-processing strategies.

Information Design Journal, 14, 56-67.

Bråten, I., & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors

of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.

Bråten, I., & Strømsø, H.I. (2006). Predicting achievement goals in two different academic

contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-

148.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2005). The relationship between Internet-

specific epistemological beliefs and learning within Internet technologies. Journal of

Educational Computing Research, 33, 141-171.

Bråten, I., & Strømsø, H.I. (2005). The relationship between epistemological beliefs, implicit

theories of intelligence, and self-regulated learning among Norwegian post-secondary

students. British Journal of Educational Psychology, 75, 539-565.

Bråten, I., & Olaussen, B.S. (2005). Profiling individual differences in student motivation: A

longitudinal cluster-analytic study in different academic contexts. Contemporary


Samuelstuen, M.S., & Bråten, I. (2005). Decoding, knowledge, and strategies in comprehension

of expository text. Scandinavian Journal of Psychology, 46, 107-117.

Olaussen, B.S., & Bråten, I. (2004). Development and change in motivational beliefs among

Norwegian business administration students: A two-year longitudinal investigation of

student motivational profiles. In H.W. Marsh, J. Baumert, G.E. Richards & U. Trautwein

(Eds.), Self-concept, motivation, and identity: Proceedings of the Third International

11

Biennial SELF Research Conference (pp. 751-759). The SELF Research Centre,

University of Western Sydney, Australia.

Bråten, I., & Strømsø, H.I. (2004). Epistemological beliefs and implicit theories of intelligence

as predictors of achievement goals. Contemporary Educational Psychology, 29, 371-388.

Bråten, I., & Samuelstuen, M.S. (2004). Does the influence of reading purpose on self-reports of

strategic text processing depend on students' topic knowledge? Journal of Educational


Bråten, I., Samuelstuen, M.S., & Strømsø, H.I. (2004). Do students' self-efficacy beliefs

moderate the effects of performance goals on self-regulatory strategy use? Educational

Psychology: An International Journal of Experimental Educational Psychology, 24, 231-

247.

Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2003). Students' strategic use of multiple

sources during expository text reading: A longitudinal think-aloud study. Cognition and


Bråten, I., & Strømsø, H.I. (2003). A longitudinal think-aloud study of spontaneous strategic

processing during the reading of multiple expository texts. Reading and Writing: An

Interdisciplinary Journal, 16, 195-218

Bråten, I., Strømsø, H.I., & Olaussen, B.S. (2003). Self-regulated learning and the use of

information and communication technology in Norwegian teacher education. In D.M.

McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation

and learning (Vol. 3): Sociocultural influences and teacher education programs (pp.

199-221).Greenwich, CT: Information Age Publishing.

Olaussen, B.S., & Bråten, I. (2003). Norwegian student teachers’ beliefs about the social origins

of their self-regulatory strategy use: Who were influential and in what way? In I.

Idalovichi (Ed.), Proceedings of the Fourth International Conference on Teacher

Education. Tel Aviv: Mofet Institute.

Lervåg, A., & Bråten, I. (2002). Effects of memory load on word recognition: Are there dual-

routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15, 233-259.

Strømsø, H.I., & Bråten, I. (2002). Norwegian law students' use of multiple sources while

reading expository texts. Reading Research Quarterly, 37, 208-227.

Bråten, I., & Olaussen, B.S. (2000). Motivation in college: Understanding Norwegian college

students' performance on the LASSI Motivation subscale and their beliefs about

academic motivation. Learning and Individual Differences, 12, 177-187.

Olaussen, B.S., & Bråten, I. (1999). Students' use of strategies for self-regulated learning:

Cross- cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-

432.

Bråten, I., Lie, A., Andreassen, R., & Olaussen, B.S. (1999). Leisure time reading and

orthographic processes in word recognition among Norwegian third- and fourth-grade

students. Reading and Writing: An Interdisciplinary Journal, 11, 65-88.

Bråten, I. (1998). Cognitive strategies in mathematics: I. On children's strategies for solving

simple addition problems. Scandinavian Journal of Educational Research, 42, 5-24.

Bråten, I., Lie, A. & Andreassen, R. (1998). Explaining individual differences in reading: On

the orthographic component of word recognition. Scandinavian Journal of Educational

Research, 42, 391-401.

Bråten, I., & Olaussen, B.S. (1998). The relationship between motivational beliefs and learning

strategy use among Norwegian college students. Contemporary Educational Psychology,

23, 182-194.

Bråten, I., & Olaussen, B.S. (1998). The learning and study strategies of Norwegian first-year

college students. Learning and Individual Differences, 10, 309-327.

Bråten, I., & Throndsen, I.S. (1998). Cognitive strategies in mathematics: II. Teaching a more

12

advanced addition strategy to an eight-year-old girl with learning difficulties.

Scandinavian Journal of Educational Research, 42, 151-175.

Olaussen, B.S., & Bråten, I. (1998). Identifying latent variables measured by the Learning and

Study Strategies Inventory (LASSI) with Norwegian college students. Journal of

Experimental Education, 67, 82-96.

Bråten, I., & Olaussen, B.S. (1998). Motivational beliefs and learning strategy use. In H. Nissen

(Ed.), Transactions from the Royal Norwegian Society of Sciences and Letters, No 4

1998: Learning strategies and skill learning. Trondheim: Tapir.

Bråten, I. (1995). Spelling remediation: A systematic long-term approach to teaching spelling to

an aphasic boy. Educational Psychology: An International Journal of Experimental


Bråten, I. (1994). Learning to spell. Training orthographic problem-solving with poor spellers:

A strategy instructional approach. Oslo: Scandinavian University Press.

Bråten, I. (1993). Cognitive strategies: A multicomponential conception of strategy use and

strategy instruction. Scandinavian Journal of Educational Research, 37, 217-242.

Bråten, I. (1992). Vygotsky as precursor to metacognitive theory: III. Recent metacognitive

research within a Vygotskian framework. Scandinavian Journal of Educational

Research, 36, 3-19.

Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: II. Vygotsky as

metacognitivist. Scandinavian Journal of Educational Research, 35, 305-320.

Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: I. The concept of

metacognition and its roots. Scandinavian Journal of Educational Research, 35, 179-192.

Refereed International Conference and Workshop Contributions

Bråten, I., & Latini, N. (2018). It’s complicated: Measuring integrated understanding in

multiple document contexts. Proposal submitted to the annual meeting of the

American Educational Research Association, Toronto, Canada.

Bråten, I., Brante, E.W., & Strømsø, H.I. (2018). Teaching sourcing in upper-secondary

school: A comprehensive sourcing intervention with follow-up data. Proposal

submitted to the annual meeting of the American Educational Research Association,

Toronto, Canada.

Kiili, C., Bråten, I., Kullberg, N., & Leppänen, P.H.T. (2018). Students engaging in text-

based argumentation with online resources. Proposal submitted to the annual

meeting of the American Educational Research Association, Toronto, Canada.

McCrudden, M.T., Bohn-Gettler, C., & Bråten, I. (2018). Reader variables and task products

in multiple source use. Proposal submitted to the annual meeting of the American

Educational Research Association, Toronto, Canada.

Strømsø, H.I., Bråten, I., & Brante, E.W. (2018). Profiles of warm and cold cognition in

multiple document comprehension. Proposal submitted to the annual meeting of the

American Educational Research Association, Toronto, Canada.

Brandmo, C., & Bråten, I. (2018). Measuring Internet-specific reading motivation and

engagement. Proposal submitted to the annual meeting of the American Educational

Research Association, Toronto, Canada.

Bråten, I. (2018). Thinking about sources of knowledge: An essential aspect of epistemic

cognition. Paper (keynote) to be presented at the EARLI SIG meeting on Conceptual

Change, Klagenfurt, Austria.

13

Brandmo, C., Bråten, I., & Kammerer, Y. (2018). A validation study of the Internet-

Specific Epistemic Justification Inventory. Paper to be presented at the EARLI SIG

meeting on Conceptual Change, Klagenfurt, Austria.

Bråten, I., Brante, E.W., & Strømsø, H.I. (2018). The role of behavioral engagement in

multiple text reading tasks. Paper presented at the annual meeting of the Society for

Text and Discourse, Brighton, UK.

Bråten, I., McCrudden, M.T., Stang Lund, E., Brante, E.W., & Strømsø, H.I. (2018). Task-

oriented learning with multiple documents. Paper presented at the annual meeting of

the American Educational Research Association, New York, USA.

Lombard, J., Amadieu, F., Bråten, I., & Van De Leemput, C. (2018). Acceptance and AER

strategy during multiple text comprehension when using iPad pro. Paper presented at

the 20th International Conference on Human-Computer Interaction, Las Vegas, NV,

USA.

Brandmo, C., Bråten, I., & Schewe, O. (2018). Predictors and mediators of test anxiety

among Norwegian students in upper secondary and higher education. Paper

presented at the annual meeting of the American Educational Research Association,

New York, USA.

Stang Lund, E., Bråten, I., Brante, E.W., & Strømsø, H.I. (2017). Memory for textual

conflicts predicts sourcing when adolescents read multiple expository texts. Paper

presented at the biennial meeting of the European Association for Research on Learning

and Instruction, Tampere, Finland.

Ferguson, L.E., & Bråten, I. (2017). Espoused and enacted beliefs about intelligence and

teaching among preservice teachers. Paper presented at the biennial meeting of the

European Association for Research on Learning and Instruction, Tampere, Finland. Reznitskaya, A., Bråten, I., & Muis, K.R. (2017). Professional development in dialogic teaching: The

role of epistemic cognition. Paper presented at the biennial meeting of the European

Association for Research on Learning and Instruction, Tampere, Finland.

Anmarkrud, Ø., Andresen, A., Salmerón, L., Brante, E.W., & Bråten. I. (2017). Digital

natives with dyslexia: Investigating multiple source use among students with dyslexia

in a digital context. Paper presented at the Workshop on Multiple Document Literacy,

University of Tuebingen, Germany.

Brante, E.W., Strømsø, H.I., Stang Lund, E., & Bråten, I. (2017). Teaching Sourcing in

upper-secondary school. Paper presented at the biennial meeting of the European

Association for Research on Learning and Instruction, Tampere, Finland.

Brandmo, C., Bråten, I., & Strømsø, H.I. (2017). Modeling relationships between epistemic

cognition, interest, and science knowledge across gender. Paper presented at the

biennial meeting of the European Association for Research on Learning and Instruction,

Tampere, Finland.

Salmerón, L., Gil, L., & Bråten, I. (2017). An integrated approach to measuring multiple

source use. Paper presented at the annual meeting of the American Educational

Research Association, San Antonio, TX, USA.

Andresen, A., Anmarkrud, Ø., & Bråten, I. (2017). Investigating multiple source use among

students with and without dyslexia. Paper presented at the annual meeting of the

American Educational Research Association, San Antonio, TX, USA.

Bråten, I. (2016). Epistemic cognition concerning sources of knowledge: Antecedents,

consequences, and educational implications. Paper (keynote) presented at the Second

International Conference on Personal Epistemology and Learning, National Taiwan

University of Science and Technology, Taipei, Taiwan.

Brandmo, C., Bråten, I., & Strømsø, H.I. (2016). Epistemic cognition and topic interest as

14

predictors of science knowledge. Paper presented at the Second International

Conference on Personal Epistemology and Learning, National Taiwan University of

Science and Technology, Taipei, Taiwan.

Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2016). Digital natives with

reading difficulties: A study of dyslectic adolescents' integration of conflicting

information across Internet sites and presentation formats. Paper presented at the

EARLI SIG meeting on Online Measures of Learning Processes, Oulu, Finland.

Salmerón, L., Gil, L., Carrión, L., & Bråten, I. (2016). Is eye-tracking useful to assess

sourcing in multiple documents? Paper presented at the EARLI SIG meeting on Online

Measures of Learning Processes, Oulu, Finland.

Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2016). Variation in processing

patterns of dyslexic adolescent readers working with conflicting web sites containing

multiple representations: A multiple case study. Paper presented at the annual meeting

of the Society for the Scientific Study of Reading, Porto, Portugal.

Brante, E.W., Bråten, I., Stang Lund, E., & Strømsø, H.S. (2016). Teaching Sourcing in

upper-secondary school. Paper presented at the Workshop on Multiple Document

Literacy, University of Paris 8, France.

Ness, C., Anmarkrud, Ø., & Bråten, I. (2016). An explicit voice and better text coherence

increase comprehension of history textbooks. Paper presented at the annual meeting of

the American Educational Research Association, Washington, DC, USA.

Bråten, I. (2016). Epistemic cognition interventions: What is epistemic change, why does it

happen, and how can it be measured? Paper presented at the annual meeting of the

American Educational Research Association, Washington, DC, USA.

Bråten, I., Braasch, J.L.G., & McCrudden, M.T. (2016). Key issues in research on sourcing

in the digital age: The role of individual and contextual factors. Paper presented at the

annual meeting of the American Educational Research Association, Washington, DC,

USA.

Strømsø, H.I., & Bråten, I., & Ferguson, L.E. (2016). Epistemic beliefs and text

comprehension: Assumptions, trends, and future challenges. Paper presented at the

annual meeting of the American Educational Research Association, Washington, DC, USA. Bråten, I., Strømsø, H.I., Brante, E. W., & Stang Lund, E. (2015). Understanding and

promoting upper secondary school students’ critical reading and learning in the 21st

century information society: Project overview and work in pogress. Paper presented at

the Workshop on Multiple Document Literacy, University of Oslo, Norway.

Strømsø, H.I., & Bråten, I. (2015). Hot and cold justifications when students read about

controversial health issues. Paper presented at the biennial meeting of the European

Association for Research on Learning and Instruction, Limassol, Cyprus.

Ferguson, I., & Bråten, I. (2015). Beliefs about sources of knowledge predict motivation for

learning in teacher education. Paper presented at the biennial meeting of the European

Association for Research on Learning and Instruction, Limassol, Cyprus.

Bråten, I. (2015). Key issues in research on students’ critical reading and learning

in the 21st century information society. Paper presented at the Learning Sciences

Institute Australia’s International Symposium on Reading and Reading Engagement:

Data-driven, Evidence-based Accounts, Brisbane, Australia.

Bråten, I., (2015). Students’ epistemic beliefs and text comprehension: What we believe we

know and what we believe we need to know. Paper presented at Queensland University

of Technology, Brisbane, Australia.

Ankney, R., Braasch, J.L.G., Frances, F., & Bråten, I. (2015). Relating students’ statistics

15

anxiety and theories of intelligence and ability to statistics performance and class

attendance. Paper presented at the annual meeting of the American Educational

Research Association, Chicago, Illinois, USA.

Braasch, J.L.G., de Pereyra, G., & Bråten, I. (2015). The Discrepancy-Induced Source

Comprehension (D-ISC) model: Basic assumptions and preliminary evidence. Paper


Chicago, Illinois, USA.

Bråten, I. (2014). Who Said That? Investigating the Plausibility-Induced Source Focusing

Assumption. Paper presented in the Workshop on Information Literacy at the Open

University of The Netherlands, Heerlen, The Netherlands.

Bråten I., Strømsø, H.I., & Andreassen, R. (2014). Sourcing in professional education: Do

text factors make any difference? Paper presented at the Workshop on Multiple

Document Literacy, University of Valencia, Spain.

Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2014). Students’ epistemic beliefs and text

comprehension: What we believe we know and what we believe we need to know.

Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics,

Rotterdam, The Netherlands.

Strømsø, H.I., & Bråten, I. (2014). Students’ trust in conclusions from socio-scientific texts.

Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics,

Rotterdam, The Netherlands.

Kendeau, P., Braasch, J.L.G., & Bråten, I. (2014). Learning from expository texts:Optimizing

conditions for learning. Paper presented at the annual meeting of the Society for the

Scientific Study of Reading, Santa Fe, New Mexico, USA.

Hagen, Å., Braasch, J.L.G., Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Does the

ability to identify and explain better and poorer strategies in a contrasting case

intervention predict students’ source evaluation performance? Paper presented at the

annual meeting of the American Educational Research Association, Philadelphia, PA,

USA.

Stenseth, T., Strømsø, H.I., & Bråten, I. (2014). «I remember what the text says but don’t

really think it’s true (when it disagrees with me).” Paper presented at the annual

meeting of the American Educational Research Association, Philadelphia, PA, USA.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of

intelligence predict multiple document comprehension. Paper presented at the annual

meeting of the American Educational Research Association, Philadelphia, PA, USA.

Strømsø, H.I., Bråten, I., & Stenseth, T. (2013). The role of prior beliefs when students read

texts about controversial topics. Paper presented at the Workshop on Multiple

Document Literacy, University of Munster, Germany.

Bråten, I., & Strømsø, H.I. (2013). Trustworthiness judgments among law students reading

multiple documents on climate change. Paper presented at the biennial meeting of the

European Association for Research on Learning and Instruction, Munich, Germany.

Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2013). The role of epistemic

beliefs when language-majority and language-minority students read conflicting

documents. Paper presented at the biennial meeting of the European Association for

Research on Learning and Instruction, Munich, Germany.

Bråten, I., Johansen, R.-P., & Strømsø, H.I. (2013). Effects of different ways of introducing a

reading task on sixth-graders’ interest and comprehension. Paper presented at the


Munich, Germany.

Anmarkrud, Ø., McCrudden, M.T., Bråten, I., & Strømsø, H.I. (2013). Task-oriented reading

16

of multiple documents: Online comprehension processes and offline products. Paper


and Instruction, Munich, Germany.

Kendeau, P., Braasch, J.L.G., & Bråten, I. (2013). Optimizing conditions for learning:

Situating refutations in epistemic cognition. Paper presented at the biennial meeting of

the European Association for Research on Learning and Instruction, Munich, Germany.

Steffens, B., Britt, M.A., Bråten, I., Strømsø, H.I., & Braasch, J. L.G. (2013). Memory for

inconsistent arguments in health articles from the Web. Paper presented at the annual

meeting of the Society for Text and Discourse, Valencia, Spain.

Ferguson, L.E., Bråten, I., & Salmeron, L. (2013). Motivation, processing, and

comprehension differences in student profiles of knowledge and epistemic beliefs.

Paper presented at the annual meeting of the Society for Text and Discourse, Valencia,

Spain.

Braasch, J.L., Steffens, B., Britt, M.A., Bråten, I., & Strømsø, H.I. (2013). Memory for simple

scientific arguments and the sources that convey them: Claim-evidence consistency

matters. Paper presented at the annual meeting of the American Educational Research

Association, San Fransisco, USA.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Changes in student

profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.

Paper presented at the annual meeting of the American Educational Research

Association, San Fransisco, USA.

Anmarkrud, Ø., Bråten, I., Brandmo, C., Strømsø, H.I., & Ferguson, L.E. (2013).

Relationships among individual differences, processing, and performance in multiple-

text comprehension. Paper presented at the annual meeting of the American Educational

Research Association, San Fransisco, USA.

Strømsø, H.I., & Bråten, I. (2013). Students’ sourcing while reading and writing from

multiple documents. Paper presented at the annual meeting of the American Educational

Research Association, San Fransisco, USA.

Braasch, J.L.G, Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2012). An

Intervention for Promoting Secondary School Students’ Evaluation of Source Features

of Multiple Documents. Paper presented at the Workshop on Multiple-Documents

Literacy, University of Poitiers, France.

Bråten, I., Anmarkrud, Ø., Brandmo, C., Strømsø, H.I., & Ferguson, L.E. (2012).

Relationships among Individual Differences, Processing, and Performance in

Multiple-Text Comprehension. Paper presented at the Workshop on Multiple-

Documents Literacy, University of Poitiers, France.

Ferguson, L.E., Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Profiles of epistemic

beliefs and knowledge when reading multiple texts. Paper presented at the EARLI SIG

meeting on Metacognition, Milano, Italy.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Dimensionality and

change in epistemic beliefs when adolescents read conflicting information presented in

multiple documents. Paper presented at the EARLI SIG meeting on Metacognition,

Milano, Italy.

Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2012). Relationships between

beliefs about justification for knowing and multiple-documents comprehension among

language-majority and language-minority Norwegian students. Paper presented at the

annual meeting of the Society for Text and Discourse, Montreal, Canada.

Braasch, J.L.G., Bråten, I., Anmarkrud, Ø., & Strømsø, H.I. (2012) Promoting high school

students’ evaluation of source features of multiple documents. Paper presented at the

annual meeting of the Society for Text and Discourse, Montreal, Canada.

17

Bråten, I., Gil, L., & Strømsø, H.I. (2012). Task-oriented reading of multiple expository texts.


Association, Vancouver, Canada.

Hagen, Å., Braasch, J., & Bråten, I. (2012). Do argument tasks promote intertextual reading

strategies? A study relating spontaneous note-taking, self-reported strategies, and

multiple-text comprehension. Paper presented at the annual meeting of the American

Educational Research Association, Vancouver, Canada.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Signaling text relevance in multiple-text

reading: A think-aloud study. Paper presented at the annual meeting of the American

Educational Research Association, Vancouver, Canada.

Ferguson, L., Bråten, I., & Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of

knowledge and epistemic beliefs in the context of reading multiple texts. Paper presented

at the International Conference of the Learning Sciences, Sydney, Australia.

Anmarkrud, Ø., Bråten, I., Strømsø, H.I., & Ferguson, L.F. (2011). Multiple-documents

literacy and motivation. Paper presented at the Workshop on Multiple-Documents

Literacy, University of Oslo, Norway.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., Ferguson, L.E., & Ø. Anmarkrud (2011). Sourcing

intervention. Paper presented at the Workshop on Multiple-Documents

Literacy, University of Oslo, Norway.

Ferguson, L., Bråten, I., Anmarkrud, Ø., & Strømsø, H.I. (2011). Epistemic cognition and

multiple-documents literacy: An intervention study. Paper presented at the biennial

meeting of the European Association for Research on Learning and Instruction, Exeter,

England.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Multiple-documents comprehension

strategies, document trustworthiness, and sourcing in essays. Paper presented at the


Exeter, England.

Strømsø, H.I., & Bråten, I. (2011). Sourcing and judgment of trustworthiness when reading

scientific texts representing different genres. Paper presented at the biennial meeting of

the European Association for Research on Learning and Instruction, Exeter, England.

Andreassen, R., & Bråten, I. (2011). Teachers’ source evaluation self-efficacy predicts their

use of relevant Web source features. Paper to be presented at the biennial meeting of the

European Association for Research on Learning and Instruction, Exeter, England.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2011). Working with multiple

conflicting documents: Relations between epistemic cognition while reading

and argumentation and sourcing in essays. Paper presented at the annual meeting of the

Society for Text and Discourse, Poitiers, France.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Constructively responsive comprehension

strategies in multiple-text reading: A think-aloud study. Paper presented at the annual

meeting of the American Educational Research Association, New Orleans, USA.

Ferguson, L., Bråten, I., & Strømsø, H.I. (2011). Epistemic cognition and change when students

read multiple documents containing conflicting scientific evidence: A think-aloud study.


Association, New Orleans, USA.

Strømsø, Bråten, I., Ferguson, L.E., & Britt, M.A. (2010). Students’ spontaneous sourcing skills

while reading multiple documents online. Paper presented in the workshop on

Comprehending Multiple Documents on the Internet: The Road to the Public

Engagement with Science in the 21st Century, Münster, Germany.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2010). Internet-specific epistemic

18

beliefs predict users’ source monitoring during Web search. Paper presented at the

EARLI SIG meeting on Comprehension of Text and Graphics, Tübingen, Germany.

Bråten, I., & Strømsø, H.I. (2010). ”Seemed like a crazy professor”. Examining the what and

why of trustworthiness when students read multiple documents containing conflicting

scientific evidence. Paper presented at the annual meeting of the American Educational

Research Association, Denver, USA.

Anmarkrud, Ø., & Bråten, I. (2010). Does amount of naturally occurring comprehension

strategy instruction make a difference when students read expository text? Paper


Denver, USA.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2010). Der Zusammenhang zwischen

internettspezifischen epistemologischen Überzeugungen und der Bewertung von

Quelleninformationen bei der Informationssuche in World Wide Web. 47. Kongress der

Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Deutschland.

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2010). Students’ awareness and use of

source information while reading multiple documents online. Paper presented at the

EARLI SIG meeting on Metacognition, Munster, Germany.

Bråten, I., & Strømsø, H.I. (2010). Examining the what and why of trustworthiness when

students read multiple documents containing conflicting scientific evidence. Paper

presented at Research Meeting on Document Comprehension: Assessing Skills,

Strategies, and Outcomes, Laboratoire Langage, Mémoire, et Développement Cognitif,

Université de Poitiers, France.

Bråten, I. (2009). The role of motivation in the context of learning. Discussion presented at the


Amsterdam, The Netherlands.

Bråten, I., Hagen, Å., & Strømsø. H.I. (2009). Measuring strategic processing when students

read multiple texts. Paper presented at the biennial meeting of the European Association

for Research on Learning and Instruction, Amsterdam, The Netherlands.

Hagen, Å., Strømsø, H.I., & Bråten, I. (2009). Epistemic beliefs and external strategy use when

learning from multiple documents. Paper presented at the biennial meeting of the

European Association for Research on Learning and Instruction, Amsterdam, The

Netherlands.

Salmeron, L., Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2009). Google-like

interfaces do not facilitate multiple-documents learning. Paper presented at the biennial

meeting of the European Association for Research on Learning and Instruction,

Amsterdam, The Netherlands.

Bråten, I., & Strømsø, H.I. (2009). Personal epistemology in law: The role of epistemic

beliefs when law students read multiple documents about climate change. Paper

presented at the annual meeting of the American Educational Research Association, San

Diego, USA.

Andreassen, R., & Bråten, I. (2009). Implementation of explicit reading comprehension

instruction in Norwegian fifth-grade classrooms. Paper presented at the annual meeting

of the American Educational Research Association, San Diego, USA.

Bråten, I. (2008). Interplay between epistemological beliefs and different media during learning

processes: Issues for general discussion. Discussion presented at the XXIX International

Congress of Psychology, Berlin, Germany.

Strømsø, H.I., & Bråten, I. (2008). The relationship between memory for sources and

comprehension when students read multiple texts about climate change. Paper presented

at the EARLI SIG meeting on Comprehension of Text and Graphics, Tilburg, The

Netherlands.

19

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task condition and prior

knowledge on the understanding of multiple texts. Paper presented at the EARLI SIG

meeting on Comprehension of Text and Graphics, Tilburg, The Netherlands.

Salmeron, L., Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Epistemological

beliefs and learning from graphical overviews. Paper presented at the EARLI SIG

meeting on Comprehension of Text and Graphics, Tilburg, The Netherlands.

Vidal-Abarca, E., Gil, L., Salmeron, L., Bråten, I., & Strømsø, H.I. (2008). Effects of

epistemological beliefs on processing complex documents. Paper presented at the XXIX

International Congress of Psychology, Berlin, Germany.

Bråten, I., & Strømsø, H.I. (2008). The relationship between source evaluation and

comprehension of multiple documents. Paper presented at the XXIX International

Congress of Psychology, Berlin, Germany.

Strømsø, H.I., & Bråten, I. (2008). Internet-specific epistemic beliefs and Internet-based

learning activities among Norwegian physics undergraduates. Paper presented at the

XXIX International Congress of Psychology, Berlin, Germany.

Bråten, I., & Strømsø, H.I. (2008). Topic-specific epistemic beliefs and multiple-documents

literacy. Paper presented at the 6th Workshop of the European Network of Research on

Epistemological Beliefs, Freiburg, Germany.

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task, topic-specific

personal epistemology and prior knowledge on superficial and deep understanding of

multiple texts. Paper presented in Workshop on Cognition and the Web: Information

Processing, Comprehension, and Learning, Granada, Spain.

Bråten, I., Gil, L., Storey, J., Strømsø, H.I., Vidal-Abarca, E., & Britt, M.A. (2008). Personal

epistemology across cultures: Exploring the dimensionality of topic-specific epistemic

beliefs in Norway, Spain, and the United States. Paper presented at the annual meeting of


Strømsø, H.I., & Bråten, I. (2008). Topic-specific epistemic beliefs predict sourcing when

students read documents about global warming. Paper presented at the annual meeting of


Bråten, I., & Strømsø, H.I. (2008). Antecedents and consequences of sourcing skills when

reading multiple documents. Paper (keynote) presented in Workshop on Understanding

Complex Information, Departemento de Psicologia Evolutiva y de la Educación,

Universitat de València, Spain.

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Interaction between prior

knowledge and task on the integration of information from multiple documents. Paper

presented in Workshop on Understanding Complex Information, Departemento de

Psicologia Evolutiva y de la Educación, Universitat de València, Spain.

Bråten, I., & Strømsø, H.I. (2007). Personal epistemology and multiple text comprehension:

Effects of interactions between epistemic beliefs on students’ deep-level comprehension

of multiple texts. Paper presented at the annual meeting of the National Reading

Conference, Austin, TX, USA.

Bråten, I., & Strømsø, H.I. (2007). Achievement goals and intrinsic versus extrinsic job values.

Paper presented at the annual convention of the American Psychological Association,

San Francisco, USA.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2007). Task instructions, topic-specific

epistemological beliefs, and multiple text understanding. Paper presented at the biennial

meeting of the European Association for Research on Learning and Instruction,

Budapest, Hungary.

Anmarkrud, Ø., & Bråten, I., & Samuelstuen, M.S. (2007). Motivation for reading

20

comprehension. Paper presented at the biennial meeting of the European Association for

Research on Learning and Instruction, Budapest, Hungary.

Strømsø, H.I., Bråten, I., & Samuelstuen, M.S. (2007). Dimensions of topic-specific

epistemological beliefs as predictors of multiple text understanding. Paper presented at

the biennial meeting of the European Association for Research on Learning and

Instruction, Budapest, Hungary.

Andreassen, R., & Bråten, I. (2007). Working memory influences on reading comprehension

assessed with different measures. Paper presented at the biennial meeting of the

European Association for Research on Learning and Instruction, Budapest, Hungary.

Strømsø, H.I., & Bråten, I., & Samuelstuen, M.S. (2007). Assessing comprehension of single

and multiple texts by verification tasks. Paper presented at the annual meeting of the

Society for Text and Discourse, Glasgow, Scotland.

Storey, J., Britt, M.A., Wiemer-Hastings, P., & Bråten, I. (2007). A cross-disciplinary tool for

providing dynamic feedback on multiple document skills. Paper presented at the annual

meeting of the Society for Text and Discourse, Glasgow, Scotland.

Bråten, I., & Strømsø, H.I. (2007). Constructing meaning from multiple information sources:

Project aims, measures, findings, and work in progress. Paper presented at Research

Meeting on the Comprehension of Complex Documents: New Technologies and Uses of

Information, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de

Poitiers, France.

Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2007). Effects of task and topic-specific

personal epistemology on superficial and deep understanding of multiple texts. Paper

presented at Research Meeting on the Comprehension of Complex Documents: New

Technologies and Uses of Information, Laboratoire Langage, Mémoire, et

Développement Cognitif, Université de Poitiers, France.

Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2006). Poor readers—good learners: A study

of dyslexic readers learning with and without text. Paper presented at the EARLI SIG

meeting on Comprehension of Text and Graphics, Nottingham, UK.

Samuelstuen, M.S., Bråten, I., & Strømsø, H.I. (2006). The role of students’ note taking in the

writing of summaries from text. Paper presented at the EARLI SIG meeting on

Comprehension of Text and Graphics, Nottingham, UK.

Samuelstuen, M.S., & Bråten, I. (2006). Examining the validity of self-reports of strategy use by

comparing reports with traces. Paper presented at the annual meeting of the American

Educational Research Association, San Fransisco, USA, 2006.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2005). Personal epistemology and learning

within Internet technologies. Paper presented at the annual convention of the American

Psychological Association, Washington, DC, USA.

Olaussen, B.S., & Bråten, I. (2005). Tracking changes in academic motivation over the college

years. Paper presented at the biennial meeting of the European Association for Research

on Learning and Instruction, Nicosia, Cyprus.

Strømsø, H.I., & Bråten, I. (2005). Strategic processing of multiple texts among readers with

naive and sophisticated epistemological beliefs. Paper presented at the biennial meeting

of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.

Samuelstuen, M.S., & Bråten, I. (2005). Measuring cognitive and metacognitive learning

strategies: Can the results of global self-report questionnaires be trusted? Paper


and Instruction, Nicosia, Cyprus.

Strømsø, H.I., & Bråten, I. (2005). The relationship between job values and achievement goals

among Norwegian post-secondary students. Paper presented at the annual meeting of the

Nordic Educational Research Association, Oslo, Norway.

21

Bråten, I., & Strømsø, H.I. (2004). Epistemological beliefs and the reading of multiple sources.

Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics:

Basic and Applied Issues, Valencia, Spain.

Samuelstuen, M.S., & Bråten, I. (2004). Self-regulated learning from text. Paper presented at

the EARLI SIG meeting on Comprehension of Text and Graphics: Basic and Applied

Issues, Valencia, Spain.

Olaussen, B.S., & Bråten, I. (2004). Development and change in motivational beliefs among

Norwegian business administration students: A two-year longitudinal investigation of

student motivational profiles. Paper presented at the biennial SELF Research Conference:

Self-Concept, Motivation, and Identity, Berlin, Germany.

Bråten, I., & Strømsø, H.I. (2004). Predicting achievement goal orientations with

epistemological beliefs and implicit theories of intelligence: A longitudinal investigation

of Norwegian post-secondary students. Paper presented at the annual meeting of the

American Educational Research Association, San Diego, USA.

Olaussen, B.S., & Bråten, I. (2004). Profiling individual differences in student motivation: A

longitudinal cluster-analytic investigation of Norwegian business administration

students. Paper presented at the annual meeting of the American Educational research

association, San Diego, USA.

Strømsø, H.I., & Bråten, I. (2003). Epistemological beliefs and implicit theories of intelligence

among Norwegian post-secondary students. Paper presented at the biennial meeting of

the European Association for Research on Learning and Instruction, Padova, Italy.

Olaussen, B.S., & Bråten, I. (2003). Profiling individual differences in students’ personal

interest, mastery goal orientation, task value, and perceived self-efficacy in different

academic contexts. Paper presented at the biennial meeting of the European Association

for Research on Learning and Instruction, Padova, Italy.

Samuelstuen, M.S., & Bråten, I. (2003). Reading purpose, topic knowledge, and strategic

processing of text. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), Tenth

European Conference on Learning and Instruction. Abstract Volume (p. 659). Padova:

CLEUP.

Throndsen, I.S., & Bråten, I. (2003). Self-regulated learning of basic mathematics skills: A

longitudinal study. In L. Mason, S. Andreuzza, B. Arfe, & L. Del Favero (Eds.), Tenth

European Conference on Learning and Instruction. Abstract Volume (p. 259). Padova:

CLEUP.

Bråten, I., & Strømsø, H.I. (2002). Strategic processing of multiple sources. Paper presented at

the annual meeting of the American Educational Research Association, New Orleans,

USA.

Olaussen, B.S., & Bråten, I. (2002). Norwegian student teachers’ beliefs about the social

origins of their self-regulatory strategy use: Who were influential and in what way?

Paper presented at the Fourth International Conference on Teacher Education, Achva

College of Education, Israel.

Olaussen, B.S., & Bråten, I. (2001). Believe it or not: An interview study comparing Norwegian

college students’ beliefs about academic motivation to those of American students. Paper


and Instruction, Fribourg, Switzerland.

Samuelstuen, M.S., & Bråten, I. (2001). Examining factorial structure and method effects when

using the Learning and Study Strategies Inventory—High School Version with

Norwegian students. Paper presented at the biennial meeting of the European Association

for Research on Learning and Instruction, Fribourg, Switzerland.

Bråten, I., & Olaussen, B.S. (2000). Understanding Norwegian college students’ performance

22

on the LASSI Motivation subscale and their beliefs about academic motivation: An

interview study. Paper presented at the annual meeting of the American Educational

Research Association, New Orleans, USA.

Bråten, I., & Olaussen, B.S. (1998). The learning and study strategies of Norwegian first-year

college students. Paper presented at the annual meeting of the American Educational

Research Association, San Diego, USA.

PUBLICATIONS IN NORWEGIAN

Books

Bråten, I. (red.) (2007). Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis.

Oslo: Cappelen Akademisk Forlag (Danish Edition 2008, Swedish Edition 2008).

Bråten, I. (red.) (2002). Læring - i sosialt, kognitivt og sosialt-kognitivt perspektiv. Oslo:

Cappelen Akademisk Forlag.

Bråten, I., & Olaussen, B.O. (1999). Strategisk læring: Teori og pedagogisk anvendelse. Oslo:


Bråten, I. (red.) (1996). Vygotsky i pedagogikken. Oslo: Cappelen Akademisk Forlag (Swedish

Edition 1998, Danish Edition 2006).

Bråten, I. (1994). Skriftspråkets psykologi: Om forholdet mellom lesing og skriving.

Kristiansand: Høyskoleforlaget.

Bråten, I. (1991). N = 1. Om å studere det enkelte individ i anvendt pædagogisk-psykologisk

forskning. København: Forlaget Skolepsykologi.

Bråten, I., & Henriksen, A.K. (1983). Kvalifikasjonsproblem i tilknytning til den pedagogisk-

psykologiske rådgivingstjenesten. Om utdanning av pedagogisk-psykologiske rådgivere.

Oslo: Skolepsykologi Monografi.

Book Chapters

Anmarkrud, Ø., & Bråten, I. (2012). God undervisning i lesestrategier - hva klasseroms-

forskningen har lært oss. I S. Matre & A. Skaftun (red.), Skriv! Les! Artikler fra den

første nordiske konferansen om lesing, skriving og literacy. Trondheim: Tapir

Akademika Forlag.

Bråten, I. (2011). Elevers læring 1 – 7. I M.B. Postholm, P. Haug, E. Munthe, & R.J.

Krumsvik (red.), Lærerarbeid for elevenes læring 1 – 7 (s. 41-59). Kristiansand:

Høyskoleforlaget.

Bråten, I. (2011). ). Elevers læring 5 – 10. I M.B. Postholm, P. Haug, E. Munthe, & R.J.

Krumsvik (red.), Lærerarbeid for elevenes læring 5 – 10 (s. 43-62). Kristiansand:

Høyskoleforlaget.

Anmarkrud, Ø., & Bråten, I. (2010). Læsemotivation og motiverende læseundervisning. I S.

Madsbjerg & H. R. Lund (red.), Læselyst og læring (s. 25-40). København: Dansk

Psykologisk Forlag.

Bråten, I. (2007). Leseforståelse—innledning og oversikt. I I. Bråten (red.), Leseforståelse:

Lesing i kunnskapssamfunnet—teori og praksis (s. 9-19). Oslo: Cappelen Akademisk

Forlag.

Bråten, I. (2007). Leseforståelse—komponenter, vansker og tiltak. I I. Bråten (red.),

Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 45-81). Oslo:


23

Bråten, I. & Strømsø, H.I. (2007). Forståelse av multiple tekster. I I. Bråten (red.),

Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 168-195). Oslo:


Strømsø, H.I. & Bråten, I. (2007). Forståelse av digitale tekster—nye utfordringer. I I. Bråten

(red.), Leseforståelse: Lesing i kunnskapssamfunnet—teori og praksis (s. 196-220).

Oslo: Cappelen Akademisk Forlag.

Weinstein, C.E., Bråten, I., & Andreassen, R. (2006). Læringsstrategier og selvregulert

læring. I E. Elstad & A. Turmo (red.), Læringsstrategier: Søkelys på lærernes praksis

(s. 27-54). Oslo: Universitetsforlaget.

Bråten, I., & Samuelstuen, M.S. (2005). Selvregulert tekstlæring. I E. Solerød (red), Lese-og

skriveopplæring som pedagogisk utfordring: Festskrift til Alfred Lie (ss.35-52). Halden:

Høgskolen i Østfold.

Bråten, I. (2002). Ulike perspektiver på læring. I I. Bråten (red.), Læring - i sosialt, kognitivt og

sosialt-kognitivt perspektiv (ss. 11-30). Oslo: Cappelen Akademisk Forlag.

Bråten, I. (2002). Selvregulert læring i sosialt-kognitivt perspektiv. I I. Bråten (red.), Læring - i

sosialt, kognitivt og sosialt-kognitivt perspektiv (ss. 164-193). Oslo: Cappelen Akademisk

Forlag.

Bråten, I. (1997). Staving. Utvikling, strategier og undervisning. I I. Austad (red.), Mening i

tekst (ss. 90-104). Oslo: Cappelen Akademisk Forlag.

Bråten, I. (1996). Om forholdet mellom lesing og skriving. I A.H. Wold (red.),

Skriftspråksutvikling: Om hvordan barn lærer å lese og skrive (ss. 191-220). Oslo:


Bråten, I. (1996). Om fonemets betydning i skriftspråkslæringen. I A.H. Wold (red.),

Skriftspråksutvikling: Om hvordan barn lærer å lese og skrive (ss. 145-167). Oslo:


Bråten, I. (1996). Om Vygotskys liv og lære. I I. Bråten (red.), Vygotsky i pedagogikken (ss. 13-

42). Oslo: Cappelen Akademisk Forlag.

Bråten, I. (1996). Vygotsky som forløper for metakognitiv teori. I I. Bråten (red.), Vygotsky i

pedagogikken (ss. 74-96). Oslo: Cappelen Akademisk Forlag.

Bråten, I. & Thurmann-Moe, A.C. (1996). Den nærmeste utviklingssonen som utgangspunkt for

pedagogisk praksis. I I. Bråten (red.), Vygotsky i pedagogikken (ss. 123-143). Oslo:


Ellertsen, B., Bråten, I. & Troland, K. (1993). Dysleksi. I B. Gjærum & B. Ellertsen (red.),

Hjerne og atferd. Utviklingsforstyrrelser hos barn og ungdom i et nevrobiologisk

perspektiv (ss. 216-231). Oslo: Universitetsforlaget.

Bråten, I. (1986). Kognitive strategier og ortografi. I T. Høien (red.), Ungdom med lesevansker.

Diagnostisering og pedagogiske tiltak (ss. 109 -148). Stavanger: Universitetsforlaget.

Journal Articles

Hagen, Å., & Bråten, I. (2015). Notatstrategier når studenter leser multiple tekster. Norsk

Pedagogisk Tidsskrift, 99, 28-41.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Strategisk kildevurdering av multiple

tekster: Utbytterikt, men krevende. Norsk Pedagogisk Tidsskrift, 98, 47-57.

Bråten, I., & Strømsø, H.I. (2009). Multiple tekster—til innsikt og besvær. Norsk


Strømsø, H.I., Bråten, I., & Hagen, Å. (2008). Lesing på Web. Læsepædagogen, 56(1), 14-

19.

Bråten, I. (2007). Leseforståelse—om betydningen av forkunnskaper, forståelsesstrategier og

24

lesemotivasjon. Viden om læsning, 2, 3-11.

Bråten, I. (2007). Motivasjon og leseforståelse. Pedagogisk Profil, 14 (4), 16-19.

Bråten, I. (2006). Læring før og nå—perspektiver og utfordringer. Norsk Tidsskrift for

Logopedi, 52 (2), 14-18.

Strømsø, H.I., & Bråten, I. (2006). Lesing av Web-tekster. Norsk Pedagogisk Tidsskrift, 90,

334-346.

Bråten, I., & Samuelstuen, M.S. (2004). Selvregulert læring og tekstforståelse. UNIPED:

Tidsskrift for universitets- og høyskolepedagogikk, 27 (1), 4-15.

Olaussen, B.S., & Bråten, I. (2004). Motivasjonelle oppfatninger og selvregulert læring.

UNIPED: Tidsskrift for universitets- og høyskolpedagogikk, 27 (1), 28-39.

Strømsø, H.I., & Bråten, I. (2004). Personlig epistemologi og selvregulert læring. UNIPED:

Tidsskrift ofr universitets- og høyskolepedagogikk, 27 (1), 16-27.

Bråten, I. (2002). Indre motivasjon i individuelt og sosialt perspektiv. Pedagogisk Profil, 9 (4),

4-5.

Anmarkrud, Ø., Olaussen, B.S., & Bråten, I. (2002). Utvikling av selvregulert læring: En

beretning fra norske lærerstudenter. Norsk Pedagogisk Tidsskrift, 86, 403-415.

Haugen, A.M., & Bråten, I. (2001). Problematferd i skolen - oppfatter ansatte i PP-tjenesten og

lærere problematferd forskjellig? Nordisk Tidsskrift for Spesialpedagogikk, 79, 172-181.

Bråten, I. (1999). Selvregulert læring. Bedre Skole, 12 (3), 25-30.

Mælan, E.N., & Bråten, I. (1998). Metakognitiv kompetanse og strategibruk hos

universitetsstudenter med lese- og skrivevansker. Nordisk Tidsskrift for

Spesialpedagogikk, 76, 102-113.

Bråten, I. (1997). Rettskrivingsvansker ved afasi. Kan kognitiv strategitrening hjelpe? Nordisk

Tidsskrift for Spesialpedagogikk, 75, 20-31.

Andreassen, R., Lie, A., & Bråten, I. (1997). Fritidslesing og ortografisk ferdighet hos norske

tredje- og fjerdeklassinger. Nordisk Tidsskrift for Spesialpedagogikk, 75, 164-172.

Bråten, I. (1997). Leseforståelse. Nordisk Pedagogik, 17, 108-123.

Bråten, I., & Olaussen, B.S. (1997). Lærings- og studiestrategier i høgre utdanning. Norsk


Bråten, I., & Thurmann-Moe, A.C. (1995). Den nærmeste utviklingssonen som utgangspunkt

for pedagogisk praksis. Norsk Pedagogisk Tidsskrift, 79, 140-151.

Bråten, I. (1992). Strategisk læring av rettskrivingsferdigheter. Et teorigrunnlag, et

treningsprogram og en kasusstudie. Nordisk Tidsskrift for Spesialpedagogikk, 70, 88-97.

Bråten, I. (1991). Lese- og rettskrivingsvansker: Et biologisk perspektiv. Nordisk Psykologi, 43,

219-234.

Bråten, I. (1991). Vygotsky som forløper for metakognitiv teori. Norsk Pedagogisk Tidsskrift,

75, 339-348.

Bråten, I. (1987). Analyse av leseprosessen - diagnostisering av lesevansker. Spesialpedagogikk,

36 (5), 12-19.

Bråten, I. (1986). Ortografisk problemløsning: Hva må læres og hvordan? Spesialpedagogikk,

35 (6), 10-21 og 47.

Bråten, I. (1986). Den pedagogisk-psykologiske rådgivingstjenesten og organisasjonsutvikling –

splint og bjelke. Tidsskrift for Norsk Cand. Paed. Forening, 2 (2), 4-35.

Bråten, I. (1986). Den pedagogisk-psykologiske rådgivingstjenesten og organisasjonsutvikling –

splint og bjelke. Nordisk Tidsskrift for Spesialpedagogikk, 64, 253-287.

Bråten, I. (1985). Ortografisk kompetanse - fonetiske og ikke-fonetiske ord. Nordisk Tidsskrift

for Spesialpedagogikk, 63, 163-173.

Bråten, I. (1985). Begreps- og språkrettet undervisning som tiltak for å forebygge og behandle

lese- og rettskrivingsproblemer. Skolepsykologi (dansk), 22, 124-161.

Bråten, I. (1984). Språklig mediasjon og skriftspråklige vansker. Verbale selvinstruksjoner som

25

medierende strategi ved læring av ikke-fonetiske ord: Del 1. Nordisk Tidsskrift for

Spesialpedagogik, 62, 211-235.

Bråten, I. (1984). Språklig mediasjon og skriftspråklige vansker. Verbale selvinstruksjoner som

medierende strategi ved læring av ikke-fonetiske ord: Del 2. Nordisk Tidsskrift for

Spesialpedagogikk, 62, 290-316.

Bråten, I., & Henriksen, A.K. (1984). Den pedagogisk-psykologiske rådgivingstjenesten: Om

kvalifikasjonsanalyse og utdanningens innhold. Noen nødvendige presiseringer.

Skolepsykologi (norsk), 19 (1), 28-45.

Bråten, I. (1981). Dyslexi, visuell dyslexi og læring av ikke-fonetiske ord. En kritisk drøfting og

et forslag. Nordisk Tidsskrift for Specialpædagogik, 59, 290-307.

Bråten, I., & Henriksen, A.K. (1981). Tilpasset opplæring i form av systematisk

begrepsundervisning. Problemer og perspektiver. Spesialpedagogikk, 30 (8), 22-33.

RESEARCH REPORTS IN SERIES

Bråten, I., Strømsø, H.I., & Olaussen, B.S. (2003). Self-Regulated Learning and the Use of

Information and Communications Technology in Norwegian Teacher Education: The

Project ICT as a Factor of Change in Teacher Education. Halden: Østfold University

College Report, 2003: 4.

Bråten, I., & Olaussen, B.S. (2000). Learning in college. The learning and study strategies of

Norwegian college students: A series of empirical investigations and a cross-cultural

perspective. Report no 1 2000. Oslo: University of Oslo, Institute for Educational

Research.

Bråten, I., & Olaussen, B.S. (1997). Strategisk læring hos høgskolestudenter. En foreløpig

rapport. HiO-rapport 1997 nr 3. Oslo: Høgskolen i Oslo.

Bråten, I., Lie, A., & Andreassen, R. (1997). Home literacy environment, leisure time reading

and orthographic processing among Norwegian elementary school children. Report no. 6

1997. Oslo: University of Oslo, Institute for Educational Research.

Bråten, I. (1996). Cognitive strategies in mathematics. Report no. 10 1996. Oslo: University of

Oslo, Institute for Educational Research.

Bråten, I. (1991). Kognitive strategier og ortografi: Bind I. Rapport nr. 6 1991. Oslo:

Universitetet i Oslo, Pedagogisk forskningsinstitutt.

Bråten, I. (1991). Kognitive strategier og ortografi: Bind II. Rapport nr. 7 1991. Oslo:


Bråten, I. (1991). Lese- og skrivevansker i biologisk perspektiv. Rapport nr. 1 1991. Oslo:


Bråten, I. (1991). N = 1. Om å studere det enkelte individ i anvendt pedagogisk-psykologisk

forskning. Rapport nr. 3 1991. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.

Bråten, I. (1987). Analyse av leseprosessen. Rapport nr. 4 1987. Oslo: Universitetet i Oslo,

Pedagogisk forskningsinstitutt.

Bråten, I., & Henriksen, A.K. (1983). Kvalifikasjonsproblem i tilknytning til den pedagogisk-

psykologiske rådgivingstjenesten. Om utdanning av pedagogisk-psykologiske rådgivere.

Rapport nr. 1 1983. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.

Bråten, I. (1982). Angst og evaluering. Test-angst-forskningens bakgrunn i eksperimentell

læringspsykologi. Rapport nr. 1. 1982. Oslo: Universitetet i Oslo, Pedagogisk

forskningsinstitutt.

DISSERTATIONS AND UNPUBLISHED MANUSCRIPTS

26

Olaussen, B.S., & Bråten, I. (2002). Motivation in context: An interview study of Norwegian

college students' beliefs about academic motivation. Unpublished manuscript. Oslo:

University of Oslo, Institute for Educational Research.

Bråten, I., & Olaussen, B.S. (2000). Cross-cultural differences in academic motivational beliefs

as reflections of different measuring instruments. Unpublished manuscript. Oslo:

University of Oslo, Institute for Educational Research.

Bråten, I. & Olaussen, B.S. (2000). Comparing motivational beliefs across cultures: Norway

and the United States. Unpublished manuscript. Oslo: University of Oslo, Institute for

Educational Research.

Olaussen, B.S., & Bråten, I. (2000). An interview study of Norwegian college students' beliefs

about academic motivation. Unpublished manuscript. Oslo: University of Oslo, Institute

for Educational Research.

Bråten, I., & Olaussen, B.S. (1998). The relationship between motivational beliefs and learning

strategy use among Norwegian college students: A replication study. Unpublished

manuscript. Oslo: University of Oslo, Institute for Educational Research.

Bråten, I., & Olaussen, B.S. (1997). Autonomy and learning strategy use among Norwegian

college students. Unpublished manuscript. Oslo: University of Oslo, Institute for

Educational Research.

Bråten, I. (1990). Kognitive strategier og ortografi. Et teoretisk perspektiv og en dybdestudie.

Upublisert doktoravhandling. Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt .

Bråten, I. (1983). Innføring i Freuds psykoanalytiske teori. Upublisert manuskript. Oslo:


Bråten, I. (1980). Klient-sentrert terapi som systematisk desensitivisering. En sammenliknende

studie av to behandlingsmodeller med siktemål å redusere angst. Upublisert manuskript.

Oslo: Universitetet i Oslo, Pedagogisk forskningsinstitutt.

Haugen, R., & Bråten, I. (1980). Begrepsundervisning og konsekvensgiving. Fra M. Nyborg til

B.F. Skinner. Oslo: Torshov skole.

Bråten, I. (1979). Angst som lært driv. Synet på angst hos Neal E. Miller - presentasjon og

diskusjon. Upublisert cand. paed. avhandling. Oslo: Universitetet i Oslo, Pedagogisk

forskningsinstitutt.

Vita IVAR BRÅTEN Fall 2018 N-0317 Oslo Norway · Teaching sourcing in upper-secondary school: A...

Documents

Transcript of Vita IVAR BRÅTEN Fall 2018 N-0317 Oslo Norway · Teaching sourcing in upper-secondary school: A...