The articles in this special issue take an important step in beginning to test the PET framework. Together, these articles illustrate the importance of considering individual differences in attitudes and prior knowledge as well as differences in task demands when investigating the role of emotions in shaping cognitive processing while reading…

In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which…

To build a coherent accurate mental representation of a text, readers routinely validate information they read against the preceding text and their background knowledge. It is clear that both sources affect processing, but "when" and "how" they exert their influence remains unclear. To examine the time course and cognitive…

The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students' (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural…

The purpose of this study was to investigate why some individuals who read refutational text demonstrate conceptual change learning, whereas others do not. Middle school students were asked to complete a pretest, read a refutational text while thinking aloud, complete a posttest, and participate in an interview. The data were analyzed in two…

Two experiments were conducted (a) to evaluate how providing background information at test may benefit retrieval and (b) to further examine how providing background information prior to study influences encoding. Half of the participants read background information prior to study, and the other half did not. In each group, half were presented…

In this investigation, we examine the availability of text elements over the course of reading a text. We describe the Landscape model (van den Broek, Young, Tzeng, & Linderholm, 1999) that captures, in one theoretical framework, multiple cognitive processes during reading and the resulting fluctuating activations of text elements. To demonstrate…