Program for Thursday, July 18th: Talk View

PROGRAM FOR THURSDAY, JULY 18TH: TALK VIEW

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View: with abstracts session overview

8:00

8:30

9:00

9:30

10:00

10:30

11:00

11:30

12:00

12:30

13:00

13:30

14:00

14:30

15:00

15:30

16:00

16:30

17:00

17:30

18:00

18:30

08:30-08:45

Supportively beneficial or convincingly problematic? Effects of supporting contexts on the use of (in)accurate

Marloes van Moort, David N. Rapp

08:45-09:00

Reading Medium and Epistemic Emotions in the Continued Influence Effect of Misinformation

Virginia Clinton-Lisell, Alexia Langowski

09:00-09:15

Only Time Will Tell: Duration-based Consequences of Single Exposures to Inaccurate Information

Josie Holohan, David Rapp

09:15-09:30

The role of prior beliefs in the validation of true and false claims on socio-scientific issues

Johanna Abendroth, Tobias Richter

08:30-08:45

Culture is Not Destiny, for Reading: Highlighting Variable Routes to Literacy within Writing Systems

Elizabeth Hirshorn, Lindsay Harris

08:45-09:00

A Hard Nut to Crack?: Examining Idiom Processing in Across U.S.-Based and International College

Eleanor Fang Yan, Kathryn S. McCarthy, Lee Branum-Martin

09:00-09:15

Exploring the Tapestry of Multilingual Thought: Visual and Verbal Dimensions of Reading

Püren Öncel, Laura K. Allen

09:15-09:30

Multilingual text comprehension

Ute Schönpflug

09:45-10:00

Reducing People’s Reliance on Inaccurate Social Media Posts with Refutation-Based Responses

Claire Mason, David Rapp

10:00-10:15

Exploring the Effects of Off-task Thought during Reading of Refutation Texts

Marianna Pagkratidou, Justine Scattarelli, Caitlin Mills, Panayiota Kendeou

10:15-10:30

When in Doubt, Read it Again: Effects of (Metacognitive) Reading Behavior on the Comprehension of Expository

Catharina Tibken, Simon Tiffin-Richards

10:30-10:45

Reading conspiracy claims and other epistemically suspicious statements: Evidence from eye tracking

Johanna Kaakinen, Sini Hyvönen

09:45-10:00

Recognizing more words while reading a novel: An experiment among upper elementary school children

Zuowei Wang, Tenaha O'Reilly, Beata Beigman Klebanov

10:00-10:15

Motivation Unveiled: Understanding Thresholds in College Students' Literacy Assessment Performance

G. Kaldes, Z. Wang, T. O'Reilly, S. Tonks, J. Sabatini, J. Magliano

10:15-10:30

Gaining a Deeper Understanding of the Deep Cloze Reading Comprehension Test: Examining Potential Contributors and

Øistein Anmarkrud, Ymkje Elisabeth Haverkamp, Ivar Bråten

10:30-10:45

The Trait-Like Nature of Bridging and Instrument Inference Processes in Younger and Older Adults: An Individual Differences

Sonny Wang, Craig Chambers

11:00-11:15

Should You Really Chat While Reading? Effects of On-Device Multitasking and Disfluency on Integrated

E. Pizzigallo, A. Ronconi, B. Carretti, L. Mason, Y.E. Haverkamp, I. Bräten

11:15-11:30

The Impact of Presentation and Prior Knowledge on the Place-on-a-Page Effect

R. Lane Adams, Jennifer Wiley

11:30-11:45

Digital vs. Print Reading: Highlighting and Readers’ Working Memory Promote Learners’ Epistemic Emotions and Comprehension

Angelica Ronconi, Lucia Mason

11:00-11:15

Beyond Readability: Using Multidimensional Linguistic Analyses to Compare Simplified Versions of Texts to their

Amanda Jensen, Laura Allen, Panayiota Kendeou

11:15-11:30

Comparing Human- and AI-coded Think Aloud Protocols and Analyses: Faster and Better?

Ben Seipel, Sarah Carlson, Virginia Clinton-Lisell

11:30-11:45

Predicting Headline Sharing with Linguistic Features Using Machine Learning

Yewon Kang, Victoria Johnson, Diti Bhadra, Caitlin Mills, Panayiota Kendeou

12:00-12:15

Regents Lobby, 16th floor

Box Lunch Pickup

12:15-13:45

Reflections on the Life and Work of Walter Kintsch

Wolfe et.al

14:00-14:15

From Text Cohesion to Code Cohesion: Preliminary Research

R. Harsch, J.K. Bye, Y. Kang, P. Oli, R. Banjade, A. Tawfik, V. Rus, P. Kendeou

14:15-14:30

To Be Complex or Not to Be Complex? Exploring the Influence of Text Complexity on Middle Schoolers' Comprehension of Science

Amanda Dahl, Sarah Carlson

14:30-14:45

Multitasking During Reading: Comparisons Between Younger and Older Adults

Wienke Wannagat, Tamara Martin, Gerhild Nieding, Nicolas Rohleder, Linda Becker

14:00-14:15

Elaboration of Beliefs Does not Influence Belief Change or Awareness of it

Michael Wolfe, Todd Williams, Cameron Lindsay, Aubrey Postma, Greg Russell

14:15-14:30

Promoting Chinese Adolescents’ Argumentative Thinking: Different Effects of Collaborative Reasoning and Direct

Jielin Zhou, Shufeng Ma

14:30-14:45

Can Brief Narratives Change Readers’ Minds About Consequential Choices? Maybe Not

David Allbritton

15:00-15:15

Different Paths to Quality: How Prompts Affect Readers’ Constructed Responses

Christhilf, Potter, McCarthy, Magliano, Allen, McNamara

15:15-15:30

Improving multiple-text comprehension in secondary school: An integrated intervention for Sourcing and Intertextual

Christian Tarchi, Oriana Incognito, Giulia Vettori

15:30-15:45

Assisting primary school students in writing arguments from multiple sources

Raquel Cerdan, Fátima Rahim, Ignacio Mañez, Jason L.G. Braasch

15:45-16:00

Predictors of Multiple Document Comprehension Among Third-Grade Students with Reading Difficulties

Daniel Espinas

15:00-15:15

Can gestures speak louder than words? Signaling discourse relations in multi-modal communication

Merel Scholman, Schuyler Laparle

15:15-15:30

What processing instructions do connectives provide? Modeling the facilitative effect of the

Marian Marchal, Merel Scholman, Ted Sanders, Vera Demberg

15:30-15:45

Deep Pragmatic Reasoning Guides Perspective Computations in Discourse

Tiana V. Simovic, Craig G. Chambers

15:45-16:00

Does the use of non-orthographic gender-fair forms impair the readability of texts? Insights from an eye-tracking

Lisa Zacharski, Tim Sudermann, Sarah Kapp, Evelyn C. Ferstl

16:00-17:00

Disentangling the relationships between our thoughts, language, and behaviors

Caitlin Mills

17:15-18:45

Testing the Generalizability of Source Expertise and Vested Interest Influences on Retraction

Jamie Suh-Hyun Kim, Josie Holohan, Mandy Withall, Matthew Goldrick, David Rapp

Source Credibility is Considered Primarily in the Validation of Somewhat Implausible Sentences

Andreas Wertgen, Tobias Richter

Conspiracy Theory Belief: The Role of Metaphors and Individual Differences

Leah O'Neill, Abigail Van Nuland, Sandra Virtue

Can instructions help people to remember accurate and disregard inaccurate information they’ve just

Mandy Withall, David Rapp

How do “AI-generated” labels influence the truthiness of textual information?

Tanner Grubbs, Julia Soares

The Influence of Source Familiarity on Judgments of Misconception Accuracy

V. Athilat, L. Allen, K. Harpster, P. Öncel, L. Flynn, M. Watanabe, D. McNamara

The role of source expertise and its textual frequency in memory for explanations

Rina Harsch, Panayiota Kendeou

The Contributions of Intellectual Humility to Metamemory for Sources of Multiple Conflicting Claims on the

Taylor Clark, Jason Braasch, Antonio Gutierrez de Blume, Daniel Feller

Feelings about Fossils: Reflections of Affect and Scientific Literacy in Elementary Students’ Written

Sarah Siemers, Alexandria Wright, Nancy Gans, Doug Lombardi, Timothy Klavon

The role of caregivers’ verbal and non-verbal input during book reading in 2-year-old Spanish-English bilinguals’ vocabulary

P. Pinzon-Henao, A. Patel, M. Nielsen, B. Santana, D. Devore, P.B. Gámez

Developmental and Regional Differences in Scaffolded Science Learning

John Rolfe Robertson, Margaret Word Logan, Doug Lombardi

The Effects of Seductive Details on Emotions and Recall for Scientific Misconceptions

Mike Mensink, Devin Close, Natasha Komperud

Irrelevant Information in Geometric Word Problem

Phuc Xuan Nhi Nguyen, Andrew Jarosz

Can group discussion in Collab-ITS promote students’ learning of science and math practices?

Jessica Owens, Michael Sao Pedro, Cameron Betts, Janice Gobert

Does Group Size Matter for Classroom Discourse?

Lena Hildenbrand, Jennifer Wiley

Encouraging Students to Select Effective Learning Strategies

K. Easley, A. Britt, A. Durik, J. Wulf, N. Lusk, A. Rogganbuck, C. Callahan

Analogies in Geology Textbooks may Create Illusions of Understanding

Thomas D. Griffin, Allison Jaeger, Nicole LaDue, R. Lane Adams, Jennifer Wiley

The effect of generalizations on reading and listening comprehension

Birgit Vogt

Discourse marker predictions in reading are not lexical

Merel Scholman, Hannah Rohde, Vera Demberg

Exploring Differences in Bridging Inferences Across Media Through Eye-Tracking Using Eye-Tracking

Virginia Troemel, Daniel Feller, Elizabeth Tighe, Lester Loschky, Joe Magliano

“Frog, don’t do that!”: An exploration of the impact of media on comprehension and participation in narrative

Shu Hu, Virginia Troemel, Richard Gerrig, Joseph Magliano

The Influence of Narrative Modality on the Coherence of Mental Models

H. Ness-Maddox, P. Öncel, S. Hu, L. Luan, L.K. Allen, J.P. Magliano

Are literariness and identification related to the processing and aesthetic experience of short

William Levine, Alexia Dillard, Sarah Naylor, Amelia Ward

Inferring Character Emotions During Text Comprehension: A Negativity Bias in Both Cerebral

Abigail Van Nuland, Sandra Virtue

08:00-08:30 Coffee and Breakfast Items (Beane Hall, 13th floor)