Teaching readers about the structure of scientific text
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A variety of teaching strategies for introducing papers to undergraduate students have been described, many of which have been demonstrated to increase student confidence and skill in the use of research literature.
“A variety of teaching strategies for introducing papers undergraduate students have been described, many of which have been demonstrated to increase student confidence and skill in the use of research literature [6,11,15,16,30–32].”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [32]
Cites
The Organization of Prose and Its Effects on Memory
Manelis, L. M., & Meyer, B. J. F. (1978) · The American Journal of Psychology · doi:10.2307/1421836 · Cited by 715 · see citing works
Prose Comprehension beyond the Word
Omanson, R. C., & Graesser, A. C. (1982) · The American Journal of Psychology · doi:10.2307/1422477 · Cited by 511 · see citing works
Executive Control Processes in Reading
Britton, B. K., & Glynn, S. M. (2013) · Routledge eBooks · doi:10.4324/9780203063552 · Cited by 325 · see citing works
Cognitive strategy research : educational applications
Pressley, M. G., & Levin, J. R. (1983) · Springer eBooks · Cited by 160 · see citing works
Cook, L. K. (1983) · Medical Entomology and Zoology · Cited by 5 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976 · see citing works
Self-citationCognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602 · see citing works
Self-citationRetrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
Karpicke, J. D., & Blunt, J. R. (2011) · Science · doi:10.1126/science.1199327 · Cited by 1,019 · see citing works
Eight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832 · see citing works
Self-citationStull, A. T., & Mayer, R. E. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.4.808 · Cited by 295 · see citing works
Self-citationLearning with retrieval-based concept mapping.
Blunt, J. R., & Karpicke, J. D. (2014) · Journal of Educational Psychology · doi:10.1037/a0035934 · Cited by 171 · see citing works
Hubbard, K. E., & Dunbar, S. D. (2017) · PLoS ONE · doi:10.1371/journal.pone.0189753 · Cited by 108 · see citing works
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016) · British Journal of Psychology · doi:10.1111/bjop.12134 · Cited by 105 · see citing works
First Experiences with Reading Primary Literature by Undergraduate Life Science Students
van Lacum, E., Ossevoort, M., Buikema, H., & Goedhart, M. (2012) · International Journal of Science Education · doi:10.1080/09500693.2011.582654 · Cited by 48 · see citing works
- Authors
- Cook, L. K., & Mayer, R. E.
- Affiliations
- Ford Aerospace (United States) (US)
- ORCID
- Mayer, Richard E.
- Venue
- Journal of Educational Psychology
- Published
- 1988-12
- Volume
- 80
- Issue
- 4
- Pages
- 448-456
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2030020644
- Cited by
- 192
- References
- 5
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 1 · 2022: 6 · 2021: 12 · 2020: 6 · 2019: 5 · 2018: 2 · 2017: 6 · 2016: 6 · 2015: 10 · 2014: 8 · 2013: 11 · 2012: 7
- FWCI
- 4.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- reading instruction, scientific literacy, text comprehension, reading comprehension strategies
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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