Epistemology, Conceptual change, Educational psychology, Reading and Cognition are her primary areas of study. In the field of Epistemology, her study on Counterargument and Disposition overlaps with subjects such as Multilevel model, Ecology and Conceptual history. Her work deals with themes such as Domain specificity and Professional writing, which intersect with Conceptual change.
Her research integrates issues of Context, Concept learning, Cognitive psychology, Knowledge level and Protocol analysis in her study of Educational psychology. Her primary area of study in Reading is in the field of Reading comprehension. Her work on Naïve physics as part of general Cognition study is frequently connected to Bridging, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.
The scientist’s investigation covers issues in Cognitive psychology, Conceptual change, Mathematics education, Cognition and Reading. Conceptual change is a subfield of Epistemology that Lucia Mason explores. Her Epistemology research integrates issues from Cognitive development and Metacognition.
Her Mathematics education study integrates concerns from other disciplines, such as Pedagogy and Curriculum. The Cognition study combines topics in areas such as Developmental psychology, Academic achievement, Multimedia and Logical reasoning. The study incorporates disciplines such as Web page, Eye tracking, Artificial intelligence and Natural language processing in addition to Reading.
Lucia Mason mainly investigates Cognitive psychology, Reading comprehension, Reading, Comprehension and Developmental psychology. Lucia Mason has included themes like Academic achievement, Conceptual change, Attentional control and Self-control in her Cognitive psychology study. Lucia Mason has researched Conceptual change in several fields, including Teaching method and Learning sciences.
Her Reading research focuses on Web page and how it relates to Eye tracking. Her biological study spans a wide range of topics, including Mathematics education, Fluency and Argumentation theory. The concepts of her Developmental psychology study are interwoven with issues in Cognition, Task and Perception.
Lucia Mason mainly focuses on Reading, Reading comprehension, Developmental psychology, Association and Perception. Her Reading study is related to the wider topic of Linguistics. Her studies deal with areas such as Discipline, Cognitive psychology, Science education and Psycholinguistics as well as Reading comprehension.
Her research in Cognitive psychology intersects with topics in Comprehension, Argumentation theory, Web page, Text comprehension and Emotional arousal. Her Developmental psychology research includes elements of Arousal and Task, Cognitive effort. Her Perception study combines topics in areas such as Portuguese and Distance education.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Reconsidering conceptual change: issues in theory and practice
Margarita Limón;Lucia Mason.
Changing Knowledge and Beliefs
P. Karen Murphy;Lucia Mason.
Prediction of students' argumentation skills about controversial topics by epistemological understanding
Lucia Mason;Fabio Scirica.
Learning and Instruction (2006)
Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
Lucia Mason;Pietro Boscolo.
Contemporary Educational Psychology (2004)
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
Lucia Mason;Monica Gava;Angela Boldrin.
Journal of Educational Psychology (2008)
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns
Lucia Mason;Maria Caterina Tornatora;Patrik Pluchino.
Computer Education (2013)
High School Students' Beliefs About Maths, Mathematical Problem Solving, and Their Achievement in Maths: A cross-sectional study
Educational Psychology (2003)
Writing as a learning tool. An introduction
Päivi Tynjälä;Lucia Mason;Kirsti Lonka.
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible?
Educational Psychologist (2007)
Writing as a learning tool: integrating theory and practice
Päivi Tynjälä;Lucia Mason;Kirsti Lonka.
Studies in Writing (2001)
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