Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension

Publication date: Available online 7 March 2018Source: Learning and InstructionAuthor(s): Jennifer G. CromleyAbstractIn this special issue, contributing authors consider work at the intersection of two relatively established lines of research: multi-source (e.g., multiple texts) comprehension and multi-modal (e.g., narrated video) comprehension. This is a challenging space in which to work, as there is great complexity in the theories and empirical base in each area. Commonalities and important differences across the two literature are highlighted, together with a set of criteria that any emerging theory of multi-source, multi-modal comprehension should account for: cognitive learning strategies and metacognitive monitoring, which may interact with media; affect and other individual differences; and task effects.

Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research