Ph.D. in psychology, University of Illinois at Chicago, 2009
M.A. in psychology, University of Illinois at Chicago, 2006
B.A. in psychology, University of Wisconsin-Milwaukee, 2001
Jason Braasch is an associate professor in the Department of Learning Sciences and an affiliate of the College of Education & Human Development’s Adult Literacy Research Center. His research examines cognitive processes that underlie the evaluation of content and source information when reading texts found on the Internet, and the ways individual differences encourage (or discourage) successful learning. He has also developed and implemented classroom-based interventions to improve strategies for thinking critically about information on the Internet. Braasch has published extensively on these topics and received external funding to support his research, including grants from the Spencer Foundation and Facebook.
Braasch, J. L. G. (2020). “Advances in research on internal and external factors that guide adolescents’ reading and learning on the Internet.” Journal for the Study of Education and Development, 43, 210-241.
Braasch, J. L. G. & Bråten, I. (2017). “The Discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence.” Educational Psychologist, 52, 167-181.
Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (Eds.). (2018). Handbook of multiple source use. Educational Psychology Series. New York: Routledge.
Braasch, J. L. G. & Graesser, A. C. (2020). “Avoiding and overcoming misinformation on the Internet.” In R. J. Sternberg and D. F. Halpern (Eds.), Critical Thinking in Psychology (2nd ed.) (pp. 125-151). Cambridge, MA: Cambridge University Press.
Braasch, J. L. G. & Scharrer, L. (2020). “The role of cognitive conflict in understanding and learning from multiple perspectives.”To appear in In P. Van Meter, A. List, D. Lombardi, and P. Kendeou (Eds.), Handbook of Learning from Multiple Representations and Perspectives (pp. 205-222). Educational Psychology Series. New York: Routledge.
Bråten, I., Braasch, J. L. G., & Salmerón, L. (2020). “Reading multiple and non-traditional texts: New opportunities and new challenges.” In E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research (Vol. V) (pp. 79-98). New York: Routledge.
Kessler, E., Braasch, J. L. G., & Kardash, C. A. (2019). “Individual differences in revising (and maintaining) accurate and inaccurate beliefs about childhood vaccinations.” Discourse Processes, 56, 415-428.
Rapp, D. N. & Braasch, J. L. G. (Eds.). (2014). “Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences.” Cambridge, MA: MIT Press.