CoChat
Sign Up
Cited by 3,447Reading and Literacy DevelopmentLiteracy and Educational PracticesPsychology of Development and Education

The Psychology of Literacy

Scribner, Sylvia, Cole, Michael·1981·Harvard University Press eBooks
DOI 10.4159/harvard.9780674433014
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.4159/harvard.9780674433014

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

  • Psychological research on literacy suggests that intellectual achievements associated with learning to write are directly linked to thinking practices fostered in schools.

    “Psychological research on literacy has suggested that the intellectual achievements associated with learning to write are directly linked to thinking practices fostered in schools (Cole, 1996;Scribner & Cole, 1981).”

    From Human Intelligence, Creativity, and Wisdom in the Age of Generative Artificial Intelligence (2025) · cites this paper as Scribner & Cole, 1981

  • The amplifier metaphor for cognitive technologies has led to many research programs on the cognitive consequences of literacy and schooling.

    “This amplifier metaphor for cognitive technologies has led to many research programs, particularly on the cognitive consequences of literacy and schooling”

    From Beyond Amplification: Using the computer to Reorganize Mental Functioning (1985) · cites this paper as Scribner & Cole, 1981

Cited by

Sorted by citations

Authors
Scribner, S., & Cole, M.
ORCID
Cole, Michael
Venue
Harvard University Press eBooks
Publisher
Harvard University Press
Published
1981-12-31
DOI
10.4159/harvard.9780674433014
OpenAlex
W1983298920
Cited by
3,447
References
0
Citations by year
2026: 20 · 2025: 42 · 2024: 24 · 2023: 42 · 2022: 55 · 2021: 49 · 2020: 83 · 2019: 88 · 2018: 80 · 2017: 103 · 2016: 125 · 2015: 126 · 2014: 177 · 2013: 149 · 2012: 147
FWCI
33.86
Type
book
Language
en
Open access
closed
Locations
  • Harvard University Press eBooks (publishedVersion)
  • University of Michigan Library Repository (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Literacy and Educational Practices
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords
literacy, reading, writing, reading comprehension, writing skills, cognitive psychology of reading

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