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Anne Britt

Research Interests

Argument comprehension and production.

Reading for a purpose.

Learning and reasoning from multiple documents.

Integration of semantic information across multiple documents.

Frequently Taught Classes

  • Psyc 245 Thinking
  • Psyc 305 Research Methods
  • Psyc 612 Problem Solving and Research
  • Psyc 614x Instructional Psychology

Representative Publications


  • Britt, M.A., Rouet, J.-F. & Durik, A.M. (In press). Literacy Beyond Text Comprehension: A Theory of Purposeful Reading. New York: Routledge.

  • Britt, M.A., Goldman, S. R., & Rouet, J.-F. (Eds.) (2013). Reading: From Words to Multiple Texts. New York: Routledge.

Published Papers and Chapters

  • Rouet, J.-F., Britt, M.A., & Durik, A. (2017). RESOLV: Readers’ representation of reading. contexts and tasks. Educational Psychologist.
  • Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Britt, M.A., Graesser, A., Kitajima, M., Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers, No. 156, OECD Publishing, Paris.
  • Wiley, J., Hastings, P., Blaum, D., Jaeger, A.J., Hughes, S., Wallace, P., Griffin, T.D., & Britt, M.A. (2017). Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. International Journal of Artificial Intelligence in Education, 1-33. DOI: 10.1007/s40593-017-0138-z
  • Saux, G., Britt, M.A., Le Bigot, L., Vibert, N., Burin, D., & Rouet, J.-F. (2017). Conflicting but close: Readers’ integration of information sources as a function of their disagreement. Memory & Cognition, 45(1), 151-167. DOI 10.3758/s13421-016-0644-5
  • Blaum, D., Griffin, T.D., Wiley, J., & Britt, M.A. (2017). Thinking about global warming: The effect of policy-related documents and prompts on learning about causes of climate change. Discourse Processes, 54, 303-316.
  • Goldman, S.R., Britt, M.A., Brown, W., Cribb, G., George, M.A., Greenleaf, C., Lee, C.D., Shanahan, C., & Project READI. (2016). Disciplinary literacies and learning to read for understanding: a conceptual framework of core processes and constructs. Educational Psychologist, 51, 219-246.
  • Rouet, J.-F., Le Bigot, L., de Pereyra, G. & Britt, M.A. (2016). Whose story is this? Discrepancy triggers readers' attention to source information in short narratives. Reading and Writing, 29, 1549–1570.
  • Britt, M. A., Kopp, K., Durik, A.M., Blaum, D., & Hastings, P. (2016). Identifying general cognitive abilities involved in argument comprehension and evaluation. Zeitschrift für Pädagogische Psychologie, 30, 79-95. DOI: 10.1024/1010-0652/a000173
  • Dandotkar, S., Magliano, J.P., & Britt, M. A. (2016). The effect logical relatedness and semantic overlap on argument evaluation. Discourse Processes, 7, 581-602.

Representative Grants

  • Reading for Understanding Across Grades 6 through 12: Evidence-based Argumentation for Disciplinary Learning (2010-2015). U.S. Department of Education. PI: Susan Goldman, Co-PI's: M. Anne Britt, Carol Lee (Northwestern University), Cynthia Greenleaf (WestEd), Matt Brown (Inquirium LLC). ($19.2 million, NIU's subcontract is $2,416,211).

  • Acquiring Research Investigative and Evaluative Skills (ARIES) for Scientific Inquiry R305B070349 (2007-2011). $1,986,743.00 from the U.S. Department of Education. PI: Keith Millis. Co-PI’s with, Katja Wiemer, and Joe Magliano.

  • Recruitment and Retention of Minority Role Models in Science and Engineering through Improving Critical Thinking Skills and Scientific Understanding $297,600 from the U.S. Department of Education. Keith Millis PI, CO-PIs with Katja Wiemer, and Joe Magliano.


Associate Professor, Cognitive and Instructional Psychology
Distinguished Teaching Professor

PSYC 102 Coordinator

PM 414



Ph.D. Cognitive Psychology, University of Pittsburgh, 1991 at the Learning Research and Development Center