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

Research output: Contribution to journalArticle

Abstract

In 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.

Original languageEnglish (US)
Pages (from-to)1-4
Number of pages4
JournalLearning and Instruction
Volume57
DOIs
StatePublished - Oct 2018

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension'. Together they form a unique fingerprint.

  • Cite this