GERNSBACHER, M. A., & VARNER, K. R. (1988). The multi-media comprehension battery. Eugene, University of Oregon. Available by request.

The Multi-Media Comprehension Battery was used in the following Gernsbacher Lab studies:

Dick, F., Gernsbacher, M. A., & Roberson, R. R. (2002, February). Syntactic processing in high- and low-skill comprehenders working under normal and stressful conditions. CRL Newsletter, 14, 3-17.

Gernsbacher, M. A. (1993). Less skilled readers have less efficient suppression mechanisms. Psychological Science, 4, 294-298.

Gernsbacher, M. A., & Faust, M. (1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 245-262.

Gernsbacher, M. A., & Faust, M. (1991). The role of suppression in sentence comprehension. In G. B. Simpson (Ed.), Comprehending word and sentence (pp. 97-128). Amsterdam: North Holland.

Gernsbacher, M. A., & Robertson, D. A. (2005). Watching the brain comprehend discourse. In A. Healy (Ed.), Experimental cognitive psychology and its applications (pp.157-67). Washington, DC: American Psychological.

Gernsbacher, M. A., Varner, K. R., & Faust, M. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445.

The Multi-Media Comprehension Battery was also used in the following studies:

Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53, 1339–1354.

Blasko, D. G., Merski, D., W., Huselton, T., & Ongley, L. (1996). A psycholinguistic analysis of haiku
poetry: Characteristics of the author, reader, and poem. International Journal of Psychology, 31, 1-102.

Callendar, A. A., & McDaniel, M. A. (2007). The benefits of embedded question adjuncts for low and high structure builders. Journal of Educational Psychology, 99, 339-348.

Chmielewski, T. L., & Dansereau, D. F. (1998). Enhancing the recall of text: Knowledge mapping training promotes implicit transfer. Journal of Educational Psychology, 90, 407-413.

Díez, E.,& Fernández, A. (1997). Batería multimedia de comprensión (versión abreviada) [Comprehension multimedia inventory (summarized version)], University of Salamanca.

López-Zamoraa, M., Luquea, J. L., Álvarezb, C. J., & Cobosa, P. L. (2012). Individual differences in categorical perception are related to sublexical/phonological processing in reading. Scientific Studies of Reading, 16, 443-456

Maki, R. H., & Maki, W. S. (2007). Online Courses. In F. T. Durso (Ed.), Handbook of applied cognition (2nd ed., pp. 527-552). New York: Wiley & Sons.

Maki, R. H., Jonas, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1, 126-129.

Maki, W. S., & Maki, R .H. (2002) Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses. Journal of Experimental Psychology: Applied, 8, 85-98.