Thomas D Griffin
Thomas D Griffin
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Dispositions, scripts, or motivated correction? Understanding ideological differences in explanations for social problems.
LJ Skitka, E Mullen, T Griffin, S Hutchinson, B Chamberlin
Journal of personality and social psychology 83 (2), 470, 2002
3282002
Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
TD Griffin, J Wiley, KW Thiede
Memory & Cognition 36 (1), 93-103, 2008
1812008
Putting the comprehension in metacomprehension
J Wiley, TD Griffin, KW Thiede
The Journal of General Psychology 132 (4), 408-428, 2005
1692005
Metacognitive monitoring during and after reading
KW Thiede, TD Griffin, J Wiley, JS Redford
Handbook of metacognition in education, 85-106, 2009
1632009
Understanding the delayed-keyword effect on metacomprehension accuracy.
KW Thiede, J Dunlosky, TD Griffin, J Wiley
Journal of Experimental Psychology: Learning, Memory, and Cognition 31 (6), 1267, 2005
1582005
Poor metacomprehension accuracy as a result of inappropriate cue use
KW Thiede, TD Griffin, J Wiley, MCM Anderson
Discourse Processes 47 (4), 331-362, 2010
1322010
Dispositions, ideological scripts, or motivated correction? Understanding ideological differences in attributions for social problems
LJ Skitka, E Mullen, T Griffin, S Hutchinson, B Chamberlin
Journal of Personality and Social Psychology 83 (2), 470-487, 2002
1272002
Concept mapping improves metacomprehension accuracy among 7th graders
JS Redford, KW Thiede, J Wiley, TD Griffin
Learning and Instruction 22 (4), 262-270, 2012
1002012
The effects of domain knowledge on metacomprehension accuracy
TD Griffin, BD Jee, J Wiley
Memory & Cognition 37 (7), 1001-1013, 2009
842009
Test expectancy affects metacomprehension accuracy
KW Thiede, J Wiley, TD Griffin
British Journal of Educational Psychology 81 (2), 264-273, 2011
792011
Supporting effective self-regulated learning: The critical role of monitoring
TD Griffin, J Wiley, CR Salas
International handbook of metacognition and learning technologies, 19-34, 2013
492013
Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.
KW Thiede, JS Redford, J Wiley, TD Griffin
Journal of Educational Psychology 104 (3), 554, 2012
382012
Beliefs versus knowledge: A necessary distinction for explaining, predicting, and assessing conceptual change
TD Griffin, S Ohlsson
Proceedings of the Annual Meeting of the Cognitive Science Society 23 (23), 2001
332001
The role of clear thinking in learning science from multiple-document ınquiry tasks
TD Griffin, J Wiley, MA Britt, CR Salas
International Electronic Journal of Elementary Education 5 (1), 63-78, 2017
292017
Beliefs vs. knowledge: A necessary distinction for predicting, explaining and assessing conceptual change
TD Griffin, S Ohlsson
23rd Annual Conference of the Cognitive Science Society: Edinburgh, Scotland …, 2001
242001
Writing to learn from multiple-source inquiry activities in history
J Wiley, B Steffens, MA Britt, TD Griffin
Writing as a learning activity, 120-148, 2014
232014
Improving metacomprehension accuracy in an undergraduate course context.
J Wiley, TD Griffin, AJ Jaeger, AF Jarosz, PJ Cushen, KW Thiede
Journal of Experimental Psychology: Applied 22 (4), 393, 2016
202016
Thought suppression, projection, and the development of stereotypes
LS Newman, TL Caldwall, B Chamberlin, T Griffin
Basic and applied social psychology 27 (3), 259-266, 2005
192005
Thinking about global warming: Effect of policy-related documents and prompts on learning about causes of climate change
D Blaum, TD Griffin, J Wiley, MA Britt
Discourse Processes 54 (4), 303-316, 2017
162017
Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science
J Wiley, P Hastings, D Blaum, AJ Jaeger, S Hughes, P Wallace, TD Griffin, ...
International Journal of Artificial Intelligence in Education 27 (4), 758-790, 2017
152017
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Artículos 1–20