Jason L. G. Braasch, Ph,D.
Assistant Professor Experimental, Cognitive
Ph.D., University of Illinois at Chicago
M.A., University of Illinois at Chicago
B.A., University of Wisconsin-Milwaukee
- Cognitive Science
- Conceptual Change
- Individual Differences
- Learning and Education
- Text Comprehension
- Braasch, J. L. G., Bråten, I., Britt, M. A., Steffens, B., & Strømsø, H. I. (in press). Sensitivity to 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. Cambridge, MA: MIT 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.
- Braasch, J. L. G., Goldman, S. R., & Wiley, J. (in press). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology.
- Hagen, Å. M. M., Braasch, J. L. G., & Bråten, I. (in press). Relationships between spontaneous note-taking, self-reported strategies, and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading.
- Braasch, J. L. G., Rouet, J.-F., Vibert, N., & Britt, M. A. (2012). Readers’ use of source information in comprehension. Memory & Cognition, 40, 450–465.
- Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska. K. M. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47, 356–381.Braasch, J. L. G. & Goldman, S. R. (2010). The role of prior knowledge in learning from analogies in science texts. Discourse Processes, 47, 447–479.