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Thomas D Griffin
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Dispositions, scripts, or motivated correction? Understanding ideological differences in explanations for social problems.
LJ Skitka, E Mullen, T Griffin, S Hutchinson, B Chamberlin
Journal of personality and social psychology 83 (2), 470, 2002
5262002
Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
TD Griffin, J Wiley, KW Thiede
Memory & Cognition 36, 93-103, 2008
2632008
Putting the comprehension in metacomprehension
J Wiley, TD Griffin, KW Thiede
The Journal of General Psychology 132 (4), 408-428, 2005
2482005
Metacognitive monitoring during and after reading
KW Thiede, TD Griffin, J Wiley, JS Redford
Handbook of metacognition in education, 85-106, 2009
2392009
Poor metacomprehension accuracy as a result of inappropriate cue use
KW Thiede, TD Griffin, J Wiley, MCM Anderson
Discourse Processes 47 (4), 331-362, 2010
2262010
Understanding the delayed-keyword effect on metacomprehension accuracy.
KW Thiede, J Dunlosky, TD Griffin, J Wiley
Journal of Experimental Psychology: Learning, Memory, and Cognition 31 (6), 1267, 2005
1882005
Concept mapping improves metacomprehension accuracy among 7th graders
JS Redford, KW Thiede, J Wiley, TD Griffin
Learning and Instruction 22 (4), 262-270, 2012
1542012
Dispositions, ideological scripts, or motivated correction? Understanding ideological differences in attributions for social problems
LJ Skitka, E Mullen, T Griffin, S Hutchinson, B Chamberlin
Journal of Personality and Social Psychology 83 (2), 470-487, 2002
1392002
The effects of domain knowledge on metacomprehension accuracy
TD Griffin, BD Jee, J Wiley
Memory & Cognition 37 (7), 1001-1013, 2009
1352009
Test expectancy affects metacomprehension accuracy
KW Thiede, J Wiley, TD Griffin
British Journal of Educational Psychology 81 (2), 264-273, 2011
1262011
Supporting effective self-regulated learning: The critical role of monitoring
TD Griffin, J Wiley, CR Salas
International handbook of metacognition and learning technologies, 19-34, 2013
1092013
Improving metacomprehension accuracy in an undergraduate course context.
J Wiley, TD Griffin, AJ Jaeger, AF Jarosz, PJ Cushen, KW Thiede
Journal of Experimental Psychology: Applied 22 (4), 393, 2016
712016
Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.
KW Thiede, JS Redford, J Wiley, TD Griffin
Journal of Educational Psychology 104 (3), 554, 2012
642012
Improving students' metacomprehension accuracy.
TD Griffin, MK Mielicki, J Wiley
Cambridge University Press, 2019
542019
Epistemic beliefs about the value of integrating information across multiple documents in history
J Wiley, TD Griffin, B Steffens, MA Britt
Learning and Instruction 65, 101266, 2020
502020
Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science
J Wiley, P Hastings, D Blaum, AJ Jaeger, S Hughes, P Wallace, TD Griffin, ...
International Journal of Artificial Intelligence in Education 27, 758-790, 2017
462017
The role of clear thinking in learning science from multiple-document ınquiry tasks
TD Griffin, J Wiley, MA Britt, CR Salas
International Electronic Journal of Elementary Education 5 (1), 63-78, 2012
462012
Beliefs versus knowledge: A necessary distinction for explaining, predicting, and assessing conceptual change
TD Griffin, S Ohlsson
Proceedings of the Annual Meeting of the Cognitive Science Society 23 (23), 2001
462001
The effects of comprehension-test expectancies on metacomprehension accuracy.
TD Griffin, J Wiley, KW Thiede
Journal of Experimental Psychology: Learning, Memory, and Cognition 45 (6), 1066, 2019
442019
Writing to learn from multiple-source inquiry activities in history
J Wiley, B Steffens, MA Britt, TD Griffin
Writing as a learning activity, 120-148, 2014
432014
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