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Integrating Relational Reasoning and Knowledge Revision During Reading

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Abstract

Our goal in this theoretical contribution is to connect research on knowledge revision and relational reasoning. To achieve this goal, first, we review the knowledge revision components framework (KReC) that provides an account of knowledge revision processes, specifically as they unfold during reading of texts. Second, we review a number of studies that have implicated each of the four relational reasoning constructs in knowledge revision during reading comprehension. Third, we integrate knowledge revision and relational reasoning by drawing on the two aforementioned literatures. Finally, we conclude with future directions and implications for work in this area.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN, 55455, USA

    Panayiota Kendeou, Reese Butterfuss & Martin Van Boekel

  2. University of New Hampshire, Durham, NH, USA

    Edward J. O’Brien

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  1. Panayiota Kendeou
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  2. Reese Butterfuss
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  3. Martin Van Boekel
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  4. Edward J. O’Brien
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Correspondence to Panayiota Kendeou.

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Kendeou, P., Butterfuss, R., Van Boekel, M. et al. Integrating Relational Reasoning and Knowledge Revision During Reading. Educ Psychol Rev 29, 27–39 (2017). https://doi.org/10.1007/s10648-016-9381-3

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