by Keith K. Millis (Editor), Debra Long (Editor), Joseph Magliano (Editor)
This volume provides an overview of research from the learning sciences into understanding, enhancing, and measuring "deep comprehension" from a psychological, educational, and psychometric perspective. It describes the characteristics of deep comprehension, what techniques may be used to improve it, and how deep levels of comprehension may be distinguished from shallow ones. It includes research on personal-level variables; how intelligent tutors promote comprehension; and the latest developments in psychometrics. The volume will be of interest to senior undergraduate and graduate students of cognitive psychology, learning, cognition and instruction, and educational technology.
Author Biography
Keith Millis is Professor of Psychology at Northern Illinois University and Deputy Director of the Center for the Interdisciplinary Study of Language and Literacy (CISLL). He studies comprehension and learning from text.
Debra L. Long is Professor of Psychology at the University of California, Davis. She studies the knowledge and processes that are involved in text comprehension using behavioral, electrophysiological, and individual difference techniques.
Joseph P. Magliano is Professor of Psychology at Northern Illinois University and Director of the Center for the Interdisciplinary Study of Language and Literacy (CISLL). He studies comprehension processes for text and film.
Katja Wiemer is Professor of Psychology at Northern Illinois University and Co-Director of the Cognitive Science program. Her research focuses on abstract concepts, embodiment, and causal relations in scientific explanations.