Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them

David Wyatt, Michael Pressley, Pamela B. El-Dinary, Shelly Stein, Peter Evans, Rachel Brown

Research output: Contribution to journalArticle

72 Scopus citations

Abstract

Fifteen active social scientists read self-selected professional-level articles pertinent to their interests and professional activities. Verbal protocols were generated during reading. All readers exhibited a number of comprehension strategies normally associated with sophisticated, self-regulated reading. They also monitored the worth and credibility of the texts they were reading. There was a strong association between such monitoring and salient evaluative reactions of the text. Expert reading is both the cold cognition emphasized in previous information-processing analyses and the hot cognition emphasized by scholars of rhetoric who have studied professionals as they read.

Original languageEnglish (US)
Pages (from-to)49-72
Number of pages24
JournalLearning and Individual Differences
Volume5
Issue number1
DOIs
StatePublished - 1993
Externally publishedYes

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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