Natalia Latini

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology. ISSN 0361-476X. 77. doi: 10.1016/j.cedpsych.2024.102271. Full text in Research Archive Show summary

  Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. ISSN 1664-1078. 14, p. 1–12. doi: 10.3389/fpsyg.2023.1212567. Full text in Research Archive
• Mason, Lucia; Tarchi, Christian; Ronconi, Angelica; Manzione, Lucia; Latini, Natalia & Bråten, Ivar (2022). Do medium and Context Matter when learning from multiple complementary Digital texts and videos? Instructional Science. ISSN 0020-4277. 50(5), p. 653–679. doi: 10.1007/s11251-022-09591-8. Full text in Research Archive
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10328-9. Full text in Research Archive
• Braasch, Jason; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10262-w.
• Latini, Natalia & Bråten, Ivar (2021). Å lese på skjerm eller papir - spiller det noen rolle? In Grøver, Vibeke & Bråten, Ivar (Ed.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. p. 179–196.
• Latini, Natalia; Bråten, Ivar & Haverkamp, Ymkje Elisabeth (2021). Breadth and depth of strategic processing during text comprehension. Learning and Individual Differences. ISSN 1041-6080. 91, p. 1–10. doi: 10.1016/j.lindif.2021.102058. Full text in Research Archive
• Bråten, Ivar; Latini, Natalia & Haverkamp, Ymkje Elisabeth (2021). Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality. Reading and writing. ISSN 0922-4777. 35(3), p. 687–711. doi: 10.1007/s11145-021-10205-x. Full text in Research Archive
• Latini, Natalia & Bråten, Ivar (2021). Strategic Text Processing Across Mediums: A Verbal Protocol Study. Reading Research Quarterly. ISSN 0034-0553. 57(2), p. 493–514. doi: 10.1002/rrq.418. Full text in Research Archive
• Latini, Natalia; Bråten, Ivar & Salmerón, Ladislao (2020). Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology. ISSN 0361-476X. 62, p. 1–13. doi: 10.1016/j.cedpsych.2020.101870. Full text in Research Archive
• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context. Contemporary Educational Psychology. ISSN 0361-476X. 59. doi: 10.1016/j.cedpsych.2019.101797. Full text in Research Archive

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• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2023). Effects of media multitasking on multiple text comprehension.
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy.
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). Effects of screen size and screen dynamics when reading digital text.
• Braasch, Jason L. G.; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts.
• Haverkamp, Ymkje Elisabeth; Latini, Natalia & Bråten, Ivar (2022). Predictors and outcomes of behavioral engagement in the context of text comprehension.
• Latini, Natalia & Bråten, Ivar (2020). Medium effects on processing and understanding when reading illustrated text.
• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). INVESTIGATING EFFECTS OF READING MEDIUM AND READING PURPOSE ON BEHAVIORAL ENGAGEMENT AND TEXTUAL INTEGRATION IN A MULTIPLE DOCUMENT CONTEXT.
• Latini, Natalia & Bråten, Ivar (2019). It’s complicated. Measuring Integrated Understanding in Multiple Document Contexts .
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students.
• Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading.

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