Helge Strømsø

Institute for Educational Research
University of Oslo

Boks 1092 Blindern, 0317 Oslo


Helge I. Strømsø is Professor at the Institute for Educational Research, UiO. His research interests include text comprehension, self-regulated learning, personal epistemology, and the use of information and communication technology in higher education.

Teaching: Fagområdet for universitetspedagogikk 

Research: Constructing Meaning from Multiple Information Sources


Publications

Articles

Bråten, I., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L.E. (under major revision). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology: An International Journal.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (under major revision). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (in press). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (in press). Student working with multiple conflicting documents on a science issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology.

Anmarkrud, Ø., McCrudden, M., Bråten, I., & Strømsø, H.I. (in press). Relevance judgments, strategy use, and written argumentation in multiple documents comprehension. Instructional Science.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (in press). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education.

2013

Braasch, J.L.G., Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2013). Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38, 180-195.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning and comprehension when reading multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary Journal, 26, 321-348.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193-1203.

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction,31, 176-203. 



Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition and change when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103-120.

Ferguson, L., Bråten, I., & Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. In J. van Aalst, K. Thompson, M.J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the10th International Conference of the Learning Sciences (Vol. 2, pp. 479-450). Sydney, NSW, Australia: International Society of the Learning Sciences.

2011

Bråten, I., & Strømsø, H.I. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6, 111-130.

Bråten, I., Britt, M.A., Strømsø, H.I., & Rouet, J.F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Towards an integrated model. Educational Psychologist, 46, 48-70. 

Bråten, I., Strømsø, H.I., & Salmeron, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180-192.

Strømsø, H.I., Bråten, I., & Britt, M.A. (2011). Do students' beliefs about knowledge and knowing predict their judgment of texts' trustworthiness? Educational Psychology, 31, 177-206. 

2010

Bråten, I., & Strømsø, H.I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38, 635-657.

Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35, 157-173.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks. Reading Psychology, 31, 30-68.

Salmeron, L., Gil, L., Bråten, I., & Strømsø, H.I. (2010). Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26, 419-426.

Strømsø, H.I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of Internet-based learning. Metacognition and Learning, 5, 91-111.

Strømsø, H.I., Bråten, I., & Britt, M.A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 20, 192-204.


2009

Andreassen, R. & Strømsø, H.I. (2009). Lesestrategier i undervisningen. Bedre Skole, 2, 43-47.

Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students’ epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560.

Bråten, I. & Strømsø, H.I. (2009). Multiple tekster - til innsikt og besvær. Norsk Pedagogisk Tidsskrift, 93, 386-400.

Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source evaluation in students' construction of meaning within and across multiple texts. Reading Research Quarterly, 44, 6-28.

Strømsø, H.I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple text comprehension among upper secondary students. Educational Psychology, 29, 425-445. 

2008

Bråten, I. & Strømsø, H.I. (2008). Job values in professional education: The role of achievement goals. Scandinavian Journal of Educational Research, 52, 259-277.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33, 814-840.

Strømsø, H.I., Bråten, I. & Samuelstuen, M.S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18, 513-527.

Strømsø, H.I., Bråten, I., & Hagen, Å. (2008). Lesing på web. Læsepædagogen, 56, 14-19.

2007

Strømsø, H.I., Grøttum, P. & Lycke, K.H. (2007). Content and processes in problem-based learning: A comparison of computer mediated and face-to-face communication. Journal of Computer Assisted Learning, 23, 271-282.

2006

Bråten, I. & Strømsø, H.I. (2006). Effects of personal epistemology on the understanding of multiple texts. Reading Psychology, 27, 457-484.

Bråten, I. & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042 .

Bråten, I., Strømsø, H.I. & Samuelstuen, M.S. (2006). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33 141-171.

Bråten, I. & Strømsø, H.I. (2006). Constructing meaning from multiple sources as a function of personal epistemology: The role of text-processing strategies. Information Design Journal, 14, 56-67.

Bråten, I. & Strømsø, H.I. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-148 .

Lycke, K.H., Grøttum, P. & Strømsø, H.I. (2006). Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. Medical Teacher, 28, 717-722 .

Strømsø, H.I. & Bråten, I. (2006). Lesing av Web-tekster. Norsk Pedagogisk Tidsskrift, 4, 332-344.

2005

Bråten, I. & Strømsø, H.I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among norwegian post-secondary students. British Journal of Educational Psychology, 75, 539-565

2004

Bråten, I., Samuelstuen, M.S. & Strømsø, H.I. (2004). Do students' self-efficacy beliefs moderate the effects of ability goals on self-regulated strategy use? Educational Psychology: An International Journal of Experimental Educational Psychology, 24, 231-247.

Bråten, I. & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371-388.

Strømsø, H.I. & Bråten, I. (2004). Personlig epistemologi og selvregulert læring. UNIPED, 27, 16 - 27.

Strømsø, H.I., Grøttum, P. & Lycke K.H. (2004). Changes in students' approaches to learning with the introduction of computer supported problem based learning. Medical Education, 38, 390 - 398.

2003

Bråten, I. & Strømsø, H.I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing. An Interdiciplinary Journal, 16, 195-218.

Strømsø, H.I. (2003). Hvordan arbeider jusstudenter med juridiske fagtekster? Retfærd. Nordisk juridisk tidsskrift, 26, 3-13.

Strømsø, H.I. & Aukrust, V.G. (2003). Lesing og kognitiv utvikling: er det noen sammenhenger? Nordisk Pedagogikk, 2, s. 65-78.

Strømsø, H.I., Bråten, I. & Samuelstuen, M.G. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study. Cognition & Instruction, 21, 113-147.

2002

Strømsø, H.I. & Bråten, I. (2002). Norwegian law students' use of multiple sources while reading expository texts. Reading Research Quarterly, 37, 208-227.

Strømsø, H.I. (2002) IKT-støttet samarbeidslæring i høyere utdanning: teknologitvang eller nye læringsmuligheter? UNIPED, 1, s. 41-51.

1995

Strømsø H.I (1995) Lese- og skrivevansker på universitetsnivå. Schola, 5, 18-22.


Chapters

Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (in press). Sensitivity to inaccurate argumentation in health news articles: Potential contributions of readers’ topic and epistemic beliefs. In D.N. Rapp & J.L.G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. Cambridge, MA: MIT Press.

Strømsø, H.I., & Bråten, I. (in press). Multiple documents literacy. In L.H. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press.

Andreassen, R., & Strømsø, H.I. (2012). Reading about health risks: Who and what to trust? A research review. In K.P. Knutsen, S. Kvam, P. Langemeyer, A. Parianou, & K. Solfjeld (Eds.) Narratives of risk: Interdisciplinary studies (pp. 255-274).  Münster: Waxman.

Bråten, I., & Strømsø, H.I. (2012). Knowledge acquisition: Constructing meaning from multiple information sources. In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1677-1680). Heidelberg: Springer.

Bråten, I., Gil, L., & Strømsø, H. I. (2011).  The role of different task instructions and reader characteristics when learning from multiple expository texts. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text (pp. 95-122). Greenwich, CT: Information Age Publishing.

Strømsø, H.I., & Bråten, I. (2011). Epistemic beliefs in higher education: Teachers’ beliefs and the role of faculty training programs. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology in teacher education (pp. 54-67). New York: Routledge.

Strømsø, H.I. & Bråten, I. (2010). Learning from multiple information sources. In: P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (vol 5, pp. 191-196). Oxford: Elsevier.

Bråten, I. & Strømsø H.I. (2007). Forståelse av multiple tekster. I I. Bråten (red.) Leseforståelse. Lesing i kunnskapssamfunnet - teori og praksis. (s.168-195). Oslo: Cappelen Akademisk Forlag.

Strømsø, H.I. (2007). Høytlesing, hurtiglesing og leseforståelse - en historie om lesing og forskning om leseforståelse. I I. Bråten (red.) Leseforståelse. Lesing kunnskapssamfunnet - teori og praksis. (s.20-44). Oslo: Cappelen Akademisk Forlag.

Strømsø, H.I. & Bråten, I. (2007). Forståelse av digitale tekster - nye utfordringer. I I. Bråten (red.) Leseforståelse. Lesing i kunnskapssamfunnet - teori og praksis. (s.196-220). Oslo: Cappelen Akademisk Forlag.

Lycke, K.H., Strømsø, H.I. & Grøttum, P. (2006). Tracing the tutor roles in problem-based learning and PBL-online. In M. Savin-Baden & K. Wilkie (Eds.) Problem-based learning online. (s.45-60). Berkshire: Open University Press.

Strømsø, H.I. (2006). Forskningsbasert undervisning. I H.I. Strømsø, K.H. Lycke og P. Lauvås (red.) Når læring er det viktigste. Undervisning i høyere utdanning.(s.39-56). Oslo: Cappelen Akademisk Forlag.

Strømsø, H.I., Lycke, K.H. & Lauvås, P. (2002). Innledning. I H.I. Strømsø, K.H. Lycke og P. Lauvås (red.) Når læring er det viktigste. Undervisning i høyere utdanning.(s.13-20). Oslo: Cappelen Akademisk Forlag.

Bråten, I., Strømsø H.I. & Olaussen, B.S. (2003). Self-regulated learning and the use of information and communications technology in norwegian teacher education. D.M. McInerney & S. Van Etten (Eds.) Research on sociocultural influences on motivation and learning (Vol. 3): Sociocultural      influences and teacher education programs.(s.199-221). Greenwich, CT: Information Age Publishing. 


Reports

Bråten, I., Strømsø, H.I. & Olaussen, B.S. (2003). Self-regulated learning and the use of information and communications technology in Norwegian teacher education: The project ICT as a Factor of Change in Teacher Education. Høgskolen i Østfold. Rapport.

Lycke KH, Strømsø H.I. & Grøttum P. (2002). PBL goes ICT: Problem-based learning in face-to-face and distributed groups in medical education at the University of Oslo. Pedagogisk forskningsinstitutt. Universitetet i Oslo.

Strømsø H.I. (2001). Syv studenter leser. En teoretisk og empirisk studie av lesing i høyere utdanning. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo.

Strømsø H.I. (1997). Studenter med dysleksi. Rapport fra prosjektet "Utredning og opplæring av studenter med lese- og skrivevansker ved Universitetet i Oslo. Institutt for spesialpedagogikk. Universitetet i Oslo.

Strømsø H.I, Hagtvet BE, Lyster SAH & Rygvold AL. (1997). Lese- og skriveprøver for studenter på høyskole- og universitetsnivå. Institutt for spesialpedagogikk. Universitetet i Oslo.

Conference papers

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Signaling text relevance in multiple-text reading: A think-aloud study. Annual meeting of the American Educational Research Association. Vancouver, Canada.
Bråten, I., Gil, L., & Strømsø, H.I. (2012).Task-oriented reading of multiple expository texts. Annual meeting of the American Educational Research Association. Vancouver, Canada.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.). The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts. International Society of the Learning Sciences: Sydney, NSW, AUSTRALIA.
Rogne, W.R., & Strømsø, H.I. (2012). The role of overlapping and contradictory information in students’multiple texts comprehension. Annual meeting of the American Educational Research Association. Vancouver, Canada.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2012). Relationships between beliefs about justification for knowing and multiple-documents comprehension among language-majority and language-minority Norwegian students. Annual Meeting of Society for Text & Discourse, Montreal, Canada.

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Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2011). Constructively responsive comprehension strategies in multiple-text reading: A think-aloud study. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, US.
Anmarkrud, Ø., Bråten, I., & Strømsø, H.I., (2011). Multiple-Documents Comprehension Strategies, Document Trustworthiness and Argumentation in Essays. Biennial conference of the European Association for Research on Learning and Instruction, Exeter, UK.
Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2011). Working with multiple conflicting documents: Relations between epistemic cognition while reading and argumentation and sourcing in essays. Society for Text and Discourse, Poitiers, France.
Ferguson, L.E. Bråten, I., & Strømsø, H.I. (2011). Epistemic Cognition and Change when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study. AERA, New Orleans, US.
Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2011) Epistemic Cognition and Multiple-Documents Literacy: An Intervention Study. EARLI, Exeter, UK.
Rogne, W.M., & Strømsø, H.I. (2011). Kva rolle spelar overlappande og motstridande informasjon når unge elevar les multiple dokument? Nordisk forskerkonferanse om skriving og lesing, Universitetet i Stavanger.
Strømsø, H.I., & Bråten, I. (2011). Sourcing and judgment of trustworthiness when reading scientific texts representing different genres.. Biennial meeting of the European Association for Research on Learning and Instruction, Exeter, UK.

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Bråten, I., & Strømsø, H.I. (2010). Seemed like a crazy professor. Examining the what and why of trustworthiness when students read multiple documents containing conflicting scientific evidence. Paper presented at the annual meeting of the American Educational Research Association, Denver, USA.
Bråten, I., & Strømsø, H.I. (2010). Examining the what and why of trustworthiness when students read multiple documents containing conflicting scientific evidence. Paper presented at Research Meeting on Document Comprehension: Assessing Skills, Strategies, and Outcomes, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de Poitiers, France.
Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2010). Internet-specific epistemic beliefs predict users’ source monitoring during Web search. Paper presented at the EARLI SIG meeting on Comprehension of Text and Graphics, Tübingen, Germany.
Strømsø, H.I., Bråten, I., Ferguson, L., & Britt, M.A. (2010). Students' awareness and use of source information while reading multiple documents online. Paper presented at the 4th biennial meeting of the EARLI SIG on Metacognition, Münster, Germany.
Strømsø, H.I., Bråten, I., Ferguson, L.E., & Britt, M.A. (2010). Students’ spontaneous sourcing while reading multiple documents online. Paper presented at the workshop Comprehending multiple documents on the Internet: The road to the public engagement with science in the 21st century, Munster, Germany.

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Bråten, I., & Strømsø, H.I. (2009). Personal epistemology in law: The role of epistemic beliefs when law students read multiple documents about climate change. Paper presented at the annual meeting of the American Educational Research Association, San Diego, USA.

Bråten, I., Hagen, Å., & Strømsø. H.I. (2009). Measuring strategic processing when students read multiple texts. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
Hagen, Å., Strømsø, H.I., & Bråten, I. (2009). Epistemic beliefs and external strategy use when learning from multiple documents. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
Salmeron, L., Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2009). Google-like interfaces do not facilitate multiple-documents learning. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.

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Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of Task Conditions and Prior Knowledge on Understanding of Multiple Texts. EARLI SIG meeting on Comprehension of Text and Graphics, Tilburg, August 27-29.
Salmerón, L., Gil, L., Vidal-Abarca, E.,  Bråten, I., & Strømsø, H.I. (2008). Epistemological beliefs and learning from graphical overviews. EARLI SIG meeting on Comprehension of Text and Graphics, Tilburg, August 27-29.
Strømsø, H.I., & Bråten, I. (2008). The relationship between memory for sources and comprehension when students read multiple texts about climate change. EARLI SIG meeting on Comprehension of Text and Graphics, Tilburg, August 27-29.
Bråten, I., & Strømsø, H.I. (2008). The relationship between source evaluation and comprehension of multiple documents. The XXIX International Congress of Psychology 2008, Berlin, Germany.
Strømsø, H.I., & Bråten, I. (2008). Internet-specific epistemic beliefs and internet-based learning activities among Norwegian physics undergraduates. The XXIX International Congress of Psychology 2008, Berlin, Germany.
Vidal-Abarca, E., Gil, L., Salmeron, L., Bråten, I., & Strømsø, H.I. (2008). Effect of epistemological beliefs on processing complex documents. The XXIX International Congress of Psychology 2008, Berlin, Germany.
Bråten, I., & Strømsø. H.I. (2008). Antecedents and consequences of sourcing skills when students read multiple documents. Workshop on understanding of complex information. University of Valencia, Spain.
Bråten, I., Gil, L., Storey, J., Strømsø, H.I., Vidal-Abarca, E., & Britt, M.A. (2008). Personal epistemology across cultures: Exploring the dimensionality of topic-specific epistemic beliefs in Norway, Spain, and the United States. Annual meeting of the American Educational Research Association, New York.
Gil, L., Vidal-Abarca, E., Bråten, I., & Strømsø, H.I. (2008). Effects of task, topic-specific personal epistemology and prior knowledge on superficial and deep understanding of multiple texts. Workshop on Cognition and the Web, Granada, 24 – 26 April.
Strømsø, H.I., & Bråten, I. (2008). Topic-specific epistemic beliefs predict sourcing when students read documents about global warming. Annual meeting of the American Educational Research Association, New York.
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Bråten, I. & Strømsø, H.I. (2007). Achievement goals and intrinsic versus extrinsic job values. 115th Annual Convention of the American Psychological Association, San Francisco
Bråten, I., Strømsø, H.I. & Samuelstuen, M.S. (2007). Topic-specific epistemological beliefs moderate the effect of task instruction on multiple text understanding. 12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
Bråten, I. & Strømsø, H.I. (2007). Personal epistemology and multiple text comprehension: Effects of interactions between epistemic beliefs on students' deep-level comprehension of multiple texts. NRC Annual Meeting, Austin, US
Bråten, I. & Strømsø, H.I. (2007). Constructing meaning from multiple information sources: Project aims, measures, findings, and work in progress. Research Meeting on the Comprehension of Complex Documents: New Technologies and Uses of Information, Poitiers, France
Gil, L., Vidal-Abarca, E., Bråten, I., Strømsø, H.I. (2007). Effects of task and topic-specific personal epistemology on superficial and deep understanding of multiple texts. Research Meeting on the Comprehension of Complex Documents: New Technologies and Uses of Information, Poitiers, France
Strømsø, H.I., Bråten, I. & Samuelstuen, M.S.(2007).  Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding.
12th European Conference for Research on Learning and Instruction, Budapest, Hungary.
Strømsø, H.I., Bråten, I. & Samuelstuen, M.S.(2007). Assessing comprehension of single and multiple texts by verification tasks. Annual Meeting of the Society for Text and Discourse, Glasgow, UK
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Samuelstuen, M.S., Bråten, I. & Strømsø, H.I. (2006). The role of students' note-taking in the writing of summaries from text. EARLI SIG meeting on Comprehension of Text and Graphics: Learning by interpreting and constructing educational representations, Nottingham, UK
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Strømsø, H.I. & Bråten, I. (2005). Strategic processing of multiple texts among readers with naïve and sophisticated epistemological beliefs. 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus.
Lycke, K.H., Strømsø, H.I. & Grøttum, P. (2005). Student strategies and learning outcomes in problem-based and traditional curricula in medicine. 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus.
Bråten, I., Strømsø, H.I. & Samuelstuen, M.S. (2005). The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies. Convention 2005, American Psychological Association, Washington DC
Strømsø, H.I & Bråten, I. (2005). The relationship between job values and achievement goals among Norwegian students in nursing and teacher education programs. Poster presented at the 33rd congress of the Nordic Educational Research Association, Oslo, Norway
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Bråten, I. & Strømsø, HI. (2004). Epistemological beliefs and the reading of multiple sources. EARLI SIG meeting on Comprehension of Text and Graphics: Basic and Applied Issues, Valencia, Spain
Bråten I & Strømsø HI. (2004). Predicting achievement goal orientations with epistemological beliefs and implicit theories of intelligence: A longitudinal investigation of norwegian post-secondary students. Annual meeting of the American Educational Research Association, San Diego.
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Strømsø HI & Bråten I (2003). Epistemological beliefs and implicit theories of intelligence among norwegian post-secondary students. 10th European Conference for Research on Learning and Instruction Padova, Italy.
Strømsø HI, Grøttum P & Lycke KH. (2003). Student explanations in face-to-face and in computer supported problem-based learning. 10th European Conference for Research on Learning and Instruction Padova, Italy.
Lycke KH, Strømsø HI & Grøttum P. (2003) Tracing the tutor role in knowledge building: Analytical phases and results. 10th European Conference for Research on Learning and Instruction Padova, Italy.
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Bråten I & Strømsø HI. (2002). Strategic processing of multiple sources. Annual meeting of the American Educational Research Association New Orleans.
Lycke KH, Strømsø HI & Grøttum P. (2002). Tutor training for learning in on-line groups. In: Hicks O, editor. Spheres of Influence: Ventures and Visions in Educational Development 4th World Conference of ICED (International Council for Educational Development) Perth, Australia.
Strømsø HI, Grøttum P & Lycke KH. (2002). Changes in student learning strategies with the introduction of e-learning. Approaches to Better Teaching Association for Medical Education in Europe 2002 Lisboa.
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Strømsø HI. (2000). Norwegian law students' spontaneous use of reading strategies. An analysis of strategic behaviour related to time, task, and academic achievements. Innovations in Higher Education 2000 Helsinki.
Strømsø HI. (1999). Learning from expository texts in Law School: Students' use of multiple sources. 8th European Conference for Research on Learning and Instruction Gøteborg, Sweden.
Strømsø HI. (1996) Studenter med lese- og skrivevansker. Nordisk konferanse om dysleksi, NORDLES Senter for leseforskning.