David N Rapp

Summary

Affiliation: Northwestern University
Country: USA

Publications

  1. doi Reducing reliance on inaccurate information
    David N Rapp
    Northwestern University, 2120 Campus Drive, Evanston, Illinois, 60208, USA
    Mem Cognit 42:11-26. 2014
  2. ncbi How do readers handle incorrect information during reading?
    David N Rapp
    School of Education and Social Policy, Department of Psychology, Northwestern University, Evanston, Illinois 60208, USA
    Mem Cognit 36:688-701. 2008
  3. ncbi Revising what readers know: updating text representations during narrative comprehension
    David N Rapp
    School of Education and Social Policy and Department of Psychology, Northwestern University, Evanston, Illinois 60208, USA
    Mem Cognit 35:2019-32. 2007
  4. doi Readers' reliance on source credibility in the service of comprehension
    Jesse R Sparks
    School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA
    J Exp Psychol Learn Mem Cogn 37:230-47. 2011
  5. doi When do spatial abilities support student comprehension of STEM visualizations?
    Scott R Hinze
    Department of Psychology and School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA
    Cogn Process 14:129-42. 2013
  6. pmc Literacy and learning in health care
    Michael S Wolf
    Northwestern University, Feinberg School of Medicine, Center for Communication in Healthcare, Health Literacy and Learning Program, Institute for Healthcare Studies and Division of General Internal Medicine, 750 N Lake Shore Dr, Chicago, IL 60611, USA
    Pediatrics 124:S275-81. 2009
  7. ncbi To err is human: patient misinterpretations of prescription drug label instructions
    Michael S Wolf
    Health Literacy and Learning Program, Institute for Healthcare Studies, Division of Internal Medicine, Northwestern University, Chicago, IL 60611, USA
    Patient Educ Couns 67:293-300. 2007
  8. doi Pilgrims sailing the Titanic: plausibility effects on memory for misinformation
    Scott R Hinze
    Northwestern University, Evanston, USA
    Mem Cognit 42:305-24. 2014
  9. ncbi Out of sight, out of mind: occlusion and the accessibility of information in narrative comprehension
    William S Horton
    Department of Psychology, State University of New York, Stony Brook, New York 11794 2500, USA
    Psychon Bull Rev 10:104-10. 2003
  10. ncbi Readers' reality-driven and plot-driven analyses in narrative comprehension
    David N Rapp
    Department of Psychology, Tufts University, Medford, Massachusetts 02155, USA
    Mem Cognit 30:779-88. 2002

Detail Information

Publications17

  1. doi Reducing reliance on inaccurate information
    David N Rapp
    Northwestern University, 2120 Campus Drive, Evanston, Illinois, 60208, USA
    Mem Cognit 42:11-26. 2014
    ..These findings are discussed with respect to the contributions of episodic traces and prior knowledge on learning, as well as to the conditions that support successful comprehension. ..
  2. ncbi How do readers handle incorrect information during reading?
    David N Rapp
    School of Education and Social Policy, Department of Psychology, Northwestern University, Evanston, Illinois 60208, USA
    Mem Cognit 36:688-701. 2008
    ..These results provide insight into the role of prior knowledge when readers encounter incorrect information, and into the consequences of such experiences...
  3. ncbi Revising what readers know: updating text representations during narrative comprehension
    David N Rapp
    School of Education and Social Policy and Department of Psychology, Northwestern University, Evanston, Illinois 60208, USA
    Mem Cognit 35:2019-32. 2007
    ..Experiment 3 further supported the influence of instructions on readers' propensities to revise. These results are informative with respect to the mechanisms that guide readers' moment-by-moment comprehension of unfolding narratives...
  4. doi Readers' reliance on source credibility in the service of comprehension
    Jesse R Sparks
    School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA
    J Exp Psychol Learn Mem Cogn 37:230-47. 2011
    ..These findings have implications for contemporary accounts of text comprehension, persuasion, and individual differences in credibility assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)...
  5. doi When do spatial abilities support student comprehension of STEM visualizations?
    Scott R Hinze
    Department of Psychology and School of Education and Social Policy, Northwestern University, 2120 Campus Drive, Evanston, IL 60208, USA
    Cogn Process 14:129-42. 2013
    ..Spatial abilities can be recruited in effective or ineffective ways depending on alignments between the demands of a task and the approaches individuals adopt for completing that task...
  6. pmc Literacy and learning in health care
    Michael S Wolf
    Northwestern University, Feinberg School of Medicine, Center for Communication in Healthcare, Health Literacy and Learning Program, Institute for Healthcare Studies and Division of General Internal Medicine, 750 N Lake Shore Dr, Chicago, IL 60611, USA
    Pediatrics 124:S275-81. 2009
    ....
  7. ncbi To err is human: patient misinterpretations of prescription drug label instructions
    Michael S Wolf
    Health Literacy and Learning Program, Institute for Healthcare Studies, Division of Internal Medicine, Northwestern University, Chicago, IL 60611, USA
    Patient Educ Couns 67:293-300. 2007
    ..To examine the nature and cause of patients' misunderstanding common dosage instructions on prescription drug container labels...
  8. doi Pilgrims sailing the Titanic: plausibility effects on memory for misinformation
    Scott R Hinze
    Northwestern University, Evanston, USA
    Mem Cognit 42:305-24. 2014
    ..These results offer insight into the conditions under which reliance on inaccurate information occurs and suggest potential mechanisms that may underlie reported misinformation effects. ..
  9. ncbi Out of sight, out of mind: occlusion and the accessibility of information in narrative comprehension
    William S Horton
    Department of Psychology, State University of New York, Stony Brook, New York 11794 2500, USA
    Psychon Bull Rev 10:104-10. 2003
    ..These results suggest that readers encode text information from the perceptual perspective of story protagonists. This is consistent with recent perceptual symbol views of language comprehension...
  10. ncbi Readers' reality-driven and plot-driven analyses in narrative comprehension
    David N Rapp
    Department of Psychology, Tufts University, Medford, Massachusetts 02155, USA
    Mem Cognit 30:779-88. 2002
    ..Our results have implications for the role of the reader in theories of narrative comprehension...
  11. pmc Those voices in your head: activation of auditory images during reading
    Christopher A Kurby
    Department of Psychology, Washington University, 1 Brookings Drive, Saint Louis, MO 63130, USA
    Cognition 112:457-61. 2009
    ..These findings define factors that influence activation of speaker voice during reading, with implications for understanding the nature of linguistic representations across presentation modalities...
  12. doi Discourse processing-examining our everyday language experiences
    Jesse R Sparks
    Northwestern University, 2120 Campus Drive, Evanston, IL, 60208, USA
    Wiley Interdiscip Rev Cogn Sci 1:371-81. 2010
    ..Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. ..
  13. doi Sweet silent thought: alliteration and resonance in poetry comprehension
    R Brooke Lea
    Department of Psychology, Macalester College, 1600 Grand Ave, St Paul, MN 55105, USA
    Psychol Sci 19:709-16. 2008
    ..These findings extend the scope of general memory models by indicating their capacity to explain the influence of nonsemantic discourse features...
  14. ncbi A reason to rhyme: phonological and semantic influences on lexical access
    David N Rapp
    Department of Psychology, Tufts University, Medford, Massachusetts 02155, USA
    J Exp Psychol Learn Mem Cogn 28:564-71. 2002
    ..The results suggest that lexical access in naturalistic language processing is influenced by an interaction between the surface and semantic features of language...
  15. doi Representational flexibility and specificity following spatial descriptions of real-world environments
    Tad T Brunye
    US Army NSRDEC, Attn AMSRD NSC WS P, Consumer Research and Cognitive Science, Natick, MA 01760, USA
    Cognition 108:418-43. 2008
    ....
  16. ncbi Character movement and the representation of space during narrative comprehension
    David N Rapp
    Department of Educational Psychology, University of Minnesota, Minneapolis 55455, USA
    Mem Cognit 34:1206-20. 2006
    ..The results suggest that reader expectations for character movement can influence the accessibility of spatial information. Such expectations play a critical role in processes of narrative comprehension...
  17. ncbi Interactive dimensions in the construction of mental representations for text
    David N Rapp
    Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455, USA
    J Exp Psychol Learn Mem Cogn 30:988-1001. 2004
    ..The authors interpret this as evidence that the interactive nature of text dimensions affects the structure of representations in memory...