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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
