The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts
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Cites
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860
REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY
Bartlett, F. C., & Burt, C. (1933) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1933.tb02913.x · Cited by 7,475
Cacioppo, J. T., & Petty, R. E. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.42.1.116 · Cited by 5,359
Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187
Protocol Analysis: Verbal Reports as Data
Ericsson, K. A., & Simon, H. A. (1993) · doi:10.7551/mitpress/5657.001.0001 · Cited by 3,537
Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996) · Cognition and Instruction · doi:10.1207/s1532690xci1401_1 · Cited by 1,341
Acquisition of domain-related information in relation to high and low domain knowledge
Chiesi, H. L., Spilich, G. J., & Voss, J. F. (1979) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(79)90146-4 · Cited by 635
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“These results are consistent with those obtained in prior research demonstrating that misconceptions have an intrusive effect on students' memory representations of text (Guzzetti et al., 1993; Kendeou & van den Broek, 2005 ).”
BackgroundResultInfluentialA three-pronged method for studying inference generation in literary text
Magliano, J. P., & Graesser, A. C. (1991) · Poetics · doi:10.1016/0304-422x(91)90007-c · Cited by 151
Cited by
Ending the reading wars: Reading acquisition from novice to expert
Castles, A., Rastle, K., & Nation, K. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618772271 · Cited by 1,297
The Role of Background Knowledge in Reading Comprehension: A Critical Review
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021) · Reading Psychology · doi:10.1080/02702711.2021.1888348 · Cited by 326
Toward an Integrated Framework of Multiple Text Use
List, A., & Alexander, P. A. (2019) · Educational Psychologist · doi:10.1080/00461520.2018.1505514 · Cited by 147
Hubbard, K. (2021) · Higher Education Pedagogies · doi:10.1080/23752696.2021.1882326 · Cited by 42
Poor writing, not specialized concepts, drives processing difficulty in legal language
Martínez, E., Mollica, F., & Gibson, E. (2022) · Cognition · doi:10.1016/j.cognition.2022.105070 · Cited by 39
Metadata
- Authors
- Kendeou, P., & van den Broek, P.
- Venue
- Memory & Cognition
- Published
- 2007-10
- Volume
- 35
- Issue
- 7
- Pages
- 1567-1577
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2053468515
- Cited by
- 455
- References
- 10
- FWCI
- 9.97
- Type
- journal article
- Language
- en
- Open access
- bronze
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- CoChat. (2026). Citation check: The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. https://app.cochat.ai/papers/10.3758/bf03193491
- The paper
- Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition. https://doi.org/10.3758/bf03193491
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.
