Publications

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 & Cognition48, 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 Sciences5, 232-239. [paper pdf]

Donovan, A. M., Zhan, J., & Rapp, D. N. (2018). Supporting historical understandings with refutation texts. Contemporary Educational Psychology54, 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 Psychology32(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

Rapp, D. N., & Donovan, A. M. (2017). Routine processes of cognition result in routine influences of inaccurate content. Journal of Applied Research in Memory and Cognition, 6(4), 409–413. https://doi.org/10.1016/j.jarmac.2017.08.003

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.

Andrews, J.J., & Rapp, D.N. (2014). Partner characteristics and social contagion: Does group composition matter?. Applied Cognitive Psychology, 28: 505-517

Jacovina, M.E., Hinze, S.R., & Rapp, D.N. (2014). Fool me twice: The consequences of reading (and rereading) inaccurate information. Applied Cognitive Psychology, 28: 558-568.

Rapp, D.N., Hinze, S.R., Kohlhepp, K., & Ryskin, R.A. (2014). Reducing reliance on inaccurate information.Memory & Cognition: 42: 11-26.

Rapp, D.N., Hinze, S.R., Slaten, D.G., & Horton, W.S. (2014). Amazing stories: Acquiring and avoiding inaccurate information from fiction. Discourse Processes, 1-2: 50-74.

Rapp, D.N., Jacovina, M.E., Slaten, D.G., & Krause, E. (2014). Yielding to desire: The durability of reader preferences. Journal of Experimental Psychology: Learning, Memory, & Cognition, 40: 1419-1431.

2013

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.

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 CognitionSequential 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.