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Understanding How Language-Specific and Domain-General Resources Support Comprehension
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Ryan D. Kopatich; Joseph P. Magliano; Keith K. Millis; Christopher P. Parker; Melissa Ray – Grantee Submission, 2019
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension…
Descriptors: Inferences, Reading Comprehension, Models, College Students
Understanding How Language-Specific and Domain-General Resources Support Comprehension
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Ryan D. Kopatich; Joseph P. Magliano; Keith K. Millis; Christopher P. Parker; Melissa Ray – Discourse Processes: A Multidisciplinary Journal, 2019
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension…
Descriptors: Reading Tests, Intelligence Tests, Inferences, Reading Comprehension
It's in the Genes: Exploring Relationships between Critical Thinking and Problem Solving in Undergraduate Agriscience Students' Solutions to Problems in Mendelian Genetics
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Friede, Curtis R.; Irani, Tracy A.; Rhoades, Emily B.; Fuhrman, Nicholas E.; Gallo, Maria – Journal of Agricultural Education, 2008
This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were…
Descriptors: Protocol Analysis, Problem Solving, Genetics, Biotechnology