Jennifer Wiley
University of Illinois at Chicago
150 Papers
746 Citations
Jennifer Wiley is an academic researcher from University of Illinois at Chicago. The author has contributed to research in topics: Metacomprehension & Cognition. The author has an hindex of 42, co-authored 146 publications. Previous affiliations of Jennifer Wiley include Washington State University & University of Pittsburgh.
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Papers
What Are the Odds? A Practical Guide to Computing and Reporting Bayes Factors.
Andrew F. Jarosz,Jennifer Wiley +1 more
- 07 Nov 2014
TL;DR: This paper is to provide an easy template for the inclusion of the Bayes factor in reporting experimental results, particularly as a recommendation for articles in the Journal of Problem Solving.
Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text.
Jennifer Wiley,James F. Voss +1 more
TL;DR: This paper found that students who wrote arguments from the web sources gained a better understanding than other students, even when information was presented as an argument, and showed that argument writing produced the most integrated and causal essays with the most transformation from the original sources.
488
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks:
Jennifer Wiley,Susan R. Goldman,Arthur C. Graesser,Christopher A. Sanchez,Ivan K. Ash,Joshua Hemmerich +5 more
TL;DR: In this article, the authors examined the evaluation and use of multiple Internet sources during a science inquiry task and found that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically reliable from unreliable information.
Expertise as mental set: The effects of domain knowledge in creative problem solving
TL;DR: A series of three experiments in which an adapted version of Mednick’s (1962) remote associates task was used demonstrates conditions under which domain knowledge may inhibit creative problem solving.
407
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
TL;DR: The authors found that better learners engaged in more sense-making, self-explanation, and comprehension-monitoring processes on reliable sites as compared with unreliable sites, and did so by a larger margin than did poorer learners.