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Jason L. G. Braasch, Ph.D.

Associate Professor, Experimental (Cognitive)

Phone
901.678.5101
Email
<a href="mailto:jlbrasch@memphis.edu">jlbrasch@memphis.edu</a>
Fax
901.678.2579
Office
Psychology Building, Room 442
Office Hours
Contact
Jason L. G. Braasch, Ph,D

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

  • Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (Eds.). (2018). Handbook of multiple source use. Educational Psychology Series. New York: Routledge.
  • 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.
  • 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 in the 21st century: International research and innovations (pp. 77-98). Dordrecht, The Netherlands: Springer.
  • Trevors, G., Kendeou, P., Bråten, I., & Braasch, J. L. G. (2017). Adolescents' epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107-120.
  • Braasch, J. L. G., McCabe, R. M., & Daniel, F. (2016). Content integration across multiple documents reduces memory for sources. Reading and Writing: An Interdisciplinary Journal, 29, 1571–1598.
  • Rapp, D. N. & Braasch, J. L. G. (Eds.). (2014). 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. (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.