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.