2021
Walter, N. & Salovich, N. A. (2021). Unchecked vs. uncheckable: How opinion-based claims can impede corrections of misinformation. Mass Communication & Society, Advanced online publication, https://doi.org/10.1080/15205436.2020.1864406 [paper pdf] [twitter thread]
Salovich, N. A. & Rapp, D. N. (2021). Misinformed and Unaware? Metacognition and the Influence of Inaccurate Information. Journal of Experimental Psychology: Learning, Memory & Cognition, (), 1-18. DOI: http://dx.doi.org/10.1037/xlm0000977 [paper pdf] [twitter thread]
Salovich, N. A., Donovan, A. M., Hinze, S. R., & Rapp, D. N. (2021). Can confidence help account for and redress the effects of reading inaccurate information? Memory & Cognition, 49, 293-310. DOI:https://doi.org/10.3758/s13421-020-01096-4 [paper pdf] [twitter thread]
2020
Donovan, A. M., & Rapp, D. N. (2020). Look it up: Online search reduces the problematic effects of exposures to inaccuracies. Memory & Cognition, 48, 1128-1145. [paper pdf]
Rapp, D. N., Donovan, A. M., & Salovich, N. A. (2020). Assessing and modifying knowledge: Facts vs. constellations. In P. Kendeou, P. Van Meter, A. List, & D. Lombardi (Eds.), The Handbook of Learning from Multiple Representations and Perspectives. Routledge. DOI:https://doi.org/10.4324/9780429443961 [paper pdf]
2018
Rapp, D. N., & Salovich, N.A. (2018). Can’t we just disregard fake news? The consequences of exposure to inaccurate information. Policy Insights from the Behavioral and Brain Sciences, 5, 232-239. [paper pdf]
Donovan, A. M., Zhan, J., & Rapp, D. N. (2018). Supporting historical understandings with refutation texts. Contemporary Educational Psychology, 54, 1-11. [paper pdf]
Donovan, A. M., Theodosis, E., & Rapp, D. N. (2018). Reader, interrupted: Do disruptions during encoding influence the use of inaccurate information?. Applied Cognitive Psychology, 32(6), 775-786. [paper pdf]
Donovan, A. M., & Rapp, D. N. (2018). Updating of character information when reading multiple texts for pleasure. In Handbook of multiple source use (pp. 303-319). Taylor and Francis.
2017
2014
Rapp, D.N., & Braasch, J.L.G., eds. (2014). Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences. MIT Press.
Hinze, S.R., Slaten, D.G., Horton, W.S., Jenkins, R., & Rapp, D.N. (2014). Pilgrims Sailing the Titanic: Plausibility effects on memory for facts and errors. Memory & Cognition: 42, 305-324.
2013
Komeda, H., Tsunemi, K., Inohara, K., Kusumi, T., & Rapp, D.N. (2013). Beyond disposition: The processing consequences of explicit and implicit invocations of empathy. Acta Psychologica: 142, 349-355.
Sauter, M., Uttal, D.H., Rapp, D.N., Downing, M., & Jona, K. (2013). Getting real: The authenticity of remote labs and simulations for science learning. Distance Education: 34, 37-47.
Hinze, S.R., Williamson, V.M., Deslongchamps, G., Shultz, M.J., Williamson, K.C., & Rapp, D.N. (2013). Textbook treatments of electrostatic potential maps in general and organic chemistry. Journal of Chemical Education, 90 (10): 1275�1281.
Hinze, S.R., Rapp, D.N., Williamson, V.M., Shultz, M.J., Deslongchamps, G., & Williamson, K.C. (2013). Beyond the ball-and-stick: Students� processing of novel STEM visualizations. Learning and Instruction, 26: 12-21.
Hinze, S.R., Williamson, V.M., Shultz, M.J., Williamson, K.C., Deslongchamps, G., & Rapp, D.N. (2013). When do spatial abilities support student comprehension of STEM visualizations?. Cognitive Processing � The International Quarterly of Cognitive Science, 14: 129-142.
Komeda, H., Tsunemi, K., Inohara, K., Kusumi, T., & Rapp, D.N. (2013). Beyond disposition: The processing consequences of explicit and implicit invocations of empathy. Acta Psychologica, 142: 349-355.
Sauter, M., Uttal, D.H., Rapp, D.N., Downing, M., & Jona, K. (2013). Getting real: The authenticity of remote labs and simulations for science learning. Distance Education, 34: 37-47.
2012
Bruny�, T.T., Mahoney, C.R., Rapp, D.N., Ditman, T., & Taylor, H.A. (2012). Caffeine enhances real-world language processing: Evidence from a proofreading task. Journal of Experimental Psychology: Applied: 18, 95-108.
McMaster, K.L., van den Broek, P., Espin, C., White, M.J., Rapp, D.N., Kendeou, P., Bohn-Gettler, C., & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of struggling comprehenders. Learning and Individual Differences: 22, 100-111.
2011
Rapp, D.N. (2011). Comic books� latest plot twist: Enhancing literacy instruction. Phi Delta Kappan: 93, 64-67.
Bohn-Gettler, C.M., & Rapp, D.N. (2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology: 103, 562-577.
Bohn-Gettler, C.M., Rapp, D.N., van den Broek, P., Kendeou, P., & White, M.J. (2011). Adults� and children�s monitoring of story events in the service of comprehension. Memory & Cognition: 39, 992-1011.
Jona, K., Roque, R., Skonik, J., Uttal, D., & Rapp, D.N. (2011). Are remote labs worth the cost? Insights from a study of student perceptions of remote labs. International Journal of Online Engineering: 7, 48-53.
Mensink, M.C., & Rapp, D.N. (2011). Evil geniuses: Inferences derived from evidence and preferences.Memory & Cognition: 39, 1103-1116.
Peshkam, A., Mensink, M.C., Putnam, A.L., & Rapp, D.N. (2011). Warning readers to avoid irrelevant information: When being vague might be valuable. Contemporary Educational Psychology: 36, 219-231.
Rapp, D.N., Komeda, H., & Hinze, S.R. (2011). Vivifications of literary investigation. The Scientific Study of Literature: 1, 123-135.
Sparks, J.R., & Rapp, D.N. (2011). Readers� reliance on source credibility in the service of inference generation. Journal of Experimental Psychology: Learning, Memory, and Cognition: 37, 230-247.
White-Schwoch, T., & Rapp, D.N. (2011). Comprehending Comics and Graphic Novels: Watchmen as a Case for Cognition. Sequential Art Narrative In Education: 1, 1-16.
2010
Sparks, J.R., & Rapp, D.N. (2010). Discourse processing � Examining our everyday language experiences.Wiley Interdisciplinary Reviews: Cognitive Science: 1, 377-381.
2009
Rapp, D. N., & Kendeou, P. (2009). Noticing and revising discrepancies as texts unfold. Discourse Processes: 1-24.
Kurby, C.A., Magliano, J.P, & Rapp, D.N. (2009). Those voices in your head: The activation of auditory images during reading. Cognition: 112, 457-461.
2008
Bruny�, T., Rapp, D. N. & Taylor, H. A. (2008). Representational flexibility and specificity following spatial descriptions of real world environments. Cognition: 418-443.
Lea, R. B., Rapp, D. N., Elfenbein, A., Mitchel, A. D., & Swinburne-Romine, R. (2008). Sweet silent thought: Alliteration and resonance in poetry comprehension. Psychological Science: 709-716.
Rapp, D. N. (2008). How do readers handle incorrect information during reading?. Memory & Cognition: 688-710.
Maddox, K., Rapp, D. N., Brion, S., & Taylor, H. A. (2008). Social influences on spatial memory. Memory & Cognition: 479-494.
Rapp, D.N., & Kurby, C.A (2008). The �ins� and �outs� of learning: Internal representations and external visualizations. in J.K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 29-52). Springer.
2007
Rapp, D. N., Culpepper, S. A., Kirkby, K., & Morin, P. (2007). Fostering students� comprehension of topographic maps. Journal of Geoscience Education: 5-16.
Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading: 289-312.
Rapp, D. N. & Kendeou, P. (2007). Revising what readers know: Updating text representations during narrative comprehension. Memory & Cognition: 2019-2032.
Wolf, M. S., Davis, T. C., Shrank, W., Rapp, D. N., Bass, P. F., Connor, U. M., Clayman, M., & Parker, R. M. (2007). To err is human: Patient misinterpretations of prescription drug label instructions. Patient Education and Counseling: 293-300.
2006
Rapp, D. N., & Gerrig, R. J. (2006). Predilections for narrative outcomes: The impact of story contexts and reader preferences . Journal of Memory and Language: 54, 54-67.
Rapp, D.N. (2006). The value of attention aware systems in educational settings. Computers in Human Behavior: 22, 603-614.
Rapp, D.N. (2006). What readers do: Reader-guided processes in discourse comprehension. Information Design Journal: 14, 109-113.
Rapp, D. N., & Uttal, D. H. (2006). Understanding and enhancing visualizations: Two models of collaboration between earth science and cognitive science in Manduca, C. & Mogk, D. (Eds.) , Earth and Mind: How Geologists Think and Learn About the Earth (pp. 121-127). Geological Society of America Press.
Taylor, H.A., & Rapp, D.N. (2006). Updating human spatial memory in M.F. Brown and R.G. Cook (Eds.), Animal Spatial Cognition: Comparative, Neural, and Computational Approaches.
Bruny, T.T., Taylor, H.A., Rapp, D.N., & Spiro, A.B (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology: 917-949.
Rapp, D. N., Klug, J. L., & Taylor, H. A. (2006). Character movement and the representation of space during narrative comprehension. Memory & Cognition: 1206-1220.
2005
Rapp, D. N., & Van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science: 14, 276-279.
Van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes: 39, 299-316.
Rapp, D.N. (2005). Mental models: Theoretical issues for visualizations in science education in Gilbert, J.K. (Ed.), Visualization in Science Education Springer.