Automated and controlled processes in comprehending multiple documents

The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log gave indications about students’ time allocation, corroboration, sourcing. Independent measures were used for reading speed to tap the effects automatic processing working memory single-text processing, considered mental capacity performing processing. found faster readers completed tasks showed more corroboration behavior. At same time, skilled allocated likely show MD-specific behaviors Students’ success predicted by memory, effect being mediated comprehension. Behavioral indicators contributed independently predicting Results suggest MDs resembles problem-solving situation where need engage controlled, non-routine build up comprehensive representation benefit from highly automated, lower-level processes.