Marc Stadtler
Marc Stadtler
Professor at Ruhr University Bochum, Institute of Educational Science
Verified email at - Homepage
Cited by
Cited by
The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information
M Stadtler, R Bromme
DN Rapp, & J. Braasch, Processing Inaccurate Information: Theoretical and …, 2014
Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models
M Stadtler, R Bromme
International Journal of Computer-Supported Collaborative Learning 2, 191-210, 2007
Effects of the metacognitive computer-tool met. a. ware on the web search of laypersons
M Stadtler, R Bromme
Computers in Human Behavior 24 (3), 716-737, 2008
Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts
D Kienhues, M Stadtler, R Bromme
Learning and Instruction 21 (2), 193-204, 2011
Dealing with uncertainty: Readers' memory for and use of conflicting information from science texts as function of presentation format and source expertise
M Stadtler, L Scharrer, B Brummernhenrich, R Bromme
Cognition and Instruction 31 (2), 130-150, 2013
The role of sourcing in discourse comprehension
I Bråten, M Stadtler, L Salmerón
The Routledge handbook of discourse processes, 141-166, 2017
When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts
L Scharrer, Y Rupieper, M Stadtler, R Bromme
Public Understanding of Science 26, 1003-1018, 2017
Special Issue: Solving Information-based Problems: Searching, Selecting and Evaluating Information
M Stadtler, S Brand-Gruwel
Learning and Instruction 21, 175-242, 2011
Comprehension processes in digital reading
L Salmerón, HI Strømsø, Y Kammerer, M Stadtler, P van den Broek
Learning to read in a digital world, 91-120, 2018
Solving information-based problems: Evaluating sources and information
S Brand-Gruwel, M Stadtler
Learning and Instruction 21 (2), 175-179, 2011
Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions
A Pérez, A Potocki, M Stadtler, M Macedo-Rouet, J Paul, L Salmerón, ...
Learning and Instruction 58, 53-64, 2018
The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information
L Scharrer, R Bromme, MA Britt, M Stadtler
Learning and Instruction 22 (3), 231-243, 2012
Why attend to source information when reading online? The perspective of ninth grade students from two different countries
J Paul, M Macedo-Rouet, JF Rouet, M Stadtler
Computers & Education 113, 339-354, 2017
Comprehending multiple documents on scientific controversies: Effects of reading goals and signaling rhetorical relationships
M Stadtler, L Scharrer, T Skodzik, R Bromme
Discourse Processes 51 (1-2), 93-116, 2014
How good is this page? Benefits and limits of prompting on adolescents’ evaluation of web information quality
M Macedo‐Rouet, A Potocki, L Scharrer, C Ros, M Stadtler, L Salmerón, ...
Reading Research Quarterly 54 (3), 299-321, 2019
Improving vocational students’ consideration of source information when deciding about science controversies
M Stadtler, L Scharrer, M Macedo-Rouet, JF Rouet, R Bromme
Reading and Writing 29 (4), 705–729, 2016
You'd Better Ask an Expert: Mitigating the Comprehensibility Effect on Laypeople's Decisions About Science‐Based Knowledge Claims
L Scharrer, M Stadtler, R Bromme
Applied Cognitive Psychology 28 (4), 465-471, 2014
Multiple Document Comprehension: An Approach to Public Understanding of Science
M Stadtler, R Bromme
Cognition and Instruction 31 (2), 122-129, 2013
Easy to Understand but Difficult to Decide: Information Comprehensibility and Controversiality Affect Laypeople's Science-Based Decisions
L Scharrer, MA Britt, M Stadtler, R Bromme
Discourse Processes 50 (6), 361-387, 2013
Is it believable when it's scientific? How scientific discourse style influences laypeople's resolution of conflicts
R Bromme, L Scharrer, M Stadtler, J Hömberg, R Torspecken
Journal of Research in Science Teaching 52 (1), 36-57, 2015
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