Jason L. G. Braasch, Ph,D

Jason L. G. Braasch, Ph,D.

Assistant Professor Experimental (Cognitive)

Phone
901.678.5101
Fax
901.678.2579
Office
Psychology Building, Room 442
Office Hours
Contact

Education

Ph.D., University of Illinois at Chicago
M.A., University of Illinois at Chicago
B.A., University of Wisconsin-Milwaukee

Research Interests

  • Cognitive Science
  • Conceptual Change
  • Individual Differences
  • Learning and Education
  • Text Comprehension

Recent Publications

  • Bråten, I., Braasch, J. L. G., Strømsø, H. I., & Ferguson, L. E. (2015). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology, 36, 315-349.

  • Kendeou, P., Braasch, J. L. G., & Bråten, I. (in press). Optimizing conditions for learning: Situating refutations in epistemic cognition. Journal of Experimental Education.

  • Braasch, J. L. G., & Bråten, I. Anmarkrud, Ø., & Strømsø, H. I. (2014). Incremental theories of intelligence predict multiple documents comprehension.Learning and Individual Differences, 31, 11-20.

  • Braasch, J. L. G., Bråten, I., Britt, M. A., Steffens, B., & Strømsø, H. (2014). 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 (pp. 117-138).  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. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105, 561–578.

  • Braasch, J. L. G., Rouet, J.-F., Vibert, N., & Britt, M. A. (2012). Readers' use of source information in comprehension. Memory & Cognition, 40(3), 450–465.