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Psychology

D-Index
42
Citations
9460
World Ranking
7459
National Ranking
4031

Overview

Joseph P. Magliano is affiliated with Georgia State University in the United States and has an extensive research background in psychology, particularly within developmental and educational psychology. Their scholarly work spans across multiple topics, with a strong focus on educational strategies, reading and literacy development, and cognitive processes related to learning.

Their main fields of study include:

  • Psychology

Within this domain, subfields of study prominently represented in their work are:

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education
  • Computer Vision and Pattern Recognition
  • Artificial Intelligence

The core topics addressed in their research cover:

  • Educational Strategies and Epistemologies
  • Reading and Literacy Development
  • Education and Critical Thinking Development
  • Innovative Teaching and Learning Methods
  • Language, Metaphor, and Cognition
  • Writing and Handwriting Education
  • Subtitles and Audiovisual Media

Joseph P. Magliano has published numerous papers across a variety of respected venues. Frequent publication outlets for their work include:

  • Discourse Processes
  • Contemporary Educational Psychology
  • Frontiers in Psychology
  • Journal of Cognitive Psychology
  • Journal of College Reading and Learning

Examples of recent papers authored include:

  • "Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers," 2020, Discourse Processes
  • "Lights, camera, action: the role of editing and framing on the processing of filmed events," 2020, Journal of Cognitive Psychology
  • "Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation," 2022, Journal of College Reading and Learning
  • "Testing the inference mediation hypothesis in a post-secondary context," 2020, Contemporary Educational Psychology
  • "On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks," 2022, Learning and Instruction

Collaboration is a significant element of their research, reflected in frequent co-authors such as:

  • Kathryn S. McCarthy
  • Danielle S. McNamara
  • Laura K. Allen
  • Daniel Feller
  • John Sabatini

Best Publications

  • Dimensions of situation model construction in narrative comprehension.

    Rolf A. Zwaan;Joseph P. Magliano;Arthur C. Graesser

  • Chapter 9 Toward a Comprehensive Model of Comprehension

    Danielle S. McNamara;Joe Magliano

  • Collaborative dialogue patterns in naturalistic one-to-one tutoring

    Arthur C. Graesser;Natalie K. Person;Joseph P. Magliano

  • Conscious understanding during comprehension

    Tom Trabasso;Joseph P. Magliano

  • Strategic processing during comprehension.

    Joseph P. Magliano;Tom Trabasso;Arthur C. Graesser

  • Indexing space and time in film understanding

    Joseph P. Magliano;Jason Miller;Rolf A. Zwaan

  • The Impact of Continuity Editing in Narrative Film on Event Segmentation

    Joseph P. Magliano;Jeffrey M. Zacks

  • Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis

    Joseph P. Magliano;Keith K. Millis

  • A three-pronged method for studying inference generation in literary text

    Joseph P. Magliano;Arthur C. Graesser

  • Verb Aspect and Situation Models

    Joseph P. Magliano;Michelle C. Schleich

  • Generating predictive inferences while viewing a movie

    Joseph P. Magliano;Katinka Dijkstra;Rolf A. Zwaan

  • Exploring How Relevance Instructions Affect Personal Reading Intentions, Reading Goals and Text Processing: A Mixed Methods Study.

    Matthew T. McCrudden;Joseph P. Magliano;Gregory Schraw

  • The time course of generating causal antecedent and causal consequence inferences

    Joseph P. Magliano;William B. Baggett;Brenda K. Johnson;Arthur C. Graesser

  • The Ability of High Function Individuals With Autism to Comprehend Written Discourse

    Timothy Wahlberg;Joseph P. Magliano

  • Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training

    Joseph P. Magliano;Stacey Todaro;Keith Millis;Katja Wiemer-Hastings

  • What Would Jaws Do? The Tyranny of Film and the Relationship between Gaze and Higher-Level Narrative Film Comprehension

    Lester C. Loschky;Adam M. Larson;Joseph P. Magliano;Tim J. Smith

  • The role of situational continuity in narrative understanding.

    Joseph P. Magliano;Rolf A. Zwaan;Art Graesser

  • A multidimensional framework to evaluate reading assessment tools.

    Joseph P. Magliano;Keith Millis;Yasuhiro Ozuru;Danielle S. McNamara

  • Self-Explanation and Metacognition

    Danielle S. McNamara;Joseph P. Magliano

  • Character and reader emotions in literary texts

    Katinka Dijkstra;Rolf A. Zwaan;Arthur C. Graesser;Joseph P. Magliano

  • Assessing Comprehension during Reading with the Reading Strategy Assessment Tool (RSAT).

    Joseph P. Magliano;Keith K. Millis;Irwin Levinstein;Chutima Boonthum

  • Inferring what the student knows in one-to-one tutoring: The role of student questions and answers

    Natalie K. Person;Arthur C. Graesser;Joseph P. Magliano;Roger J. Kreuz

  • The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension

    Joseph P. Magliano;Adam M. Larson;Karyn Higgs;Lester C. Loschky

Frequent Co-Authors

Rolf A. Zwaan
Rolf A. Zwaan Erasmus University Rotterdam
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Tim J. Smith
Tim J. Smith Birkbeck, University of London
Susan R. Goldman
Susan R. Goldman University of Illinois at Chicago
David N. Rapp
David N. Rapp Northwestern University
M. Anne Britt
M. Anne Britt Northern Illinois University
Gabriel A. Radvansky
Gabriel A. Radvansky University of Notre Dame
John J. Skowronski
John J. Skowronski Northern Illinois University
Tom Trabasso
Tom Trabasso University of Chicago
Edward J. O'Brien
Edward J. O'Brien University of New Hampshire

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