The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts
Abstract
Sixty-six studies were reviewed that met several a priori criteria. Specifically, the studies had to be empirical investigations that related to a particular academic domain and that involved connected discourse presented either in traditional written form or on computer. In addition, the studies had to incorporate some measure of both knowledge and interest. The resulting body of literature was first summarized and analyzed in terms of the domains chosen, the subjects selected, the nature of the texts used, the manner in which knowledge and interest were assessed, and the principal outcomes reported. Next, from this analysis, six premises were proposed as guides for future research and practice. Finally, concluding remarks were advanced that address the overall significance of text-processing research that interactively considers the domain of knowledge and the interest of the reader.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1×
“We concur with Brown et al. (1989) and Resnick et al. (1991) that, as members of the educational community, we must all pay greater heed to the interplay between learner and environment.”
BackgroundSelf‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 1×
“Recent research has brought increasing attention to the importance of subjectmatter knowledge in human learning and development (e.g., Chi, Glaser, & Farr, 1988; Glaser, 1984; Glaser, Lesgold, & Lajoie, 1987).”
BackgroundPartners in Cognition: Extending Human Intelligence with Intelligent Technologies
SALOMON, G., PERKINS, D. N., & GLOBERSON, T. (1991) · Educational Researcher · doi:10.3102/0013189x020003002 · Cited by 948
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728
Self-citationInterest, Prior Knowledge, and Learning
Tobias, S. (1994) · Review of Educational Research · doi:10.3102/00346543064001037 · Cited by 713
Cited by
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383
Relations of children's motivation for reading to the amount and breadth or their reading.
Wigfield, A., & Guthrie, J. T. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.3.420 · Cited by 1,312
A Motivated Exploration of Motivation Terminology
Murphy, P. K., & Alexander, P. A. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1019 · Cited by 916
Self-citationHarackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.2.316 · Cited by 892
Metadata
- Authors
- Alexander, P. A., Kulikowich, J. M., & Jetton, T. L.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1994
- Volume
- 64
- Issue
- 2
- Pages
- 201
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2127628887
- Cited by
- 297
- References
- 6
- FWCI
- 17.75
- Type
- journal article
- Language
- en
- Open access
- closed
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 ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts. https://app.cochat.ai/papers/10.2307/1170694
- The paper
- Alexander, P. A., Kulikowich, J. M., & Jetton, T. L. (1994). The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts. Review of Educational Research. https://doi.org/10.2307/1170694
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
