Exploring epistemic cognition in Japanese undergraduate English majors use of discipline-specific information sources

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Data has been collected from 13 participants. Participant consent forms were collected after participant information sheets were created. Data sources consist of: two class periods were conducted that introduced participants to the a positive appraisal of the critical period hypothesis (class 1) and a negative appraisal (class 2). A comprehension test was distributed to participants. All participants demonstrated an adequate comprehension of the base materials; essays from the participants that indicated their agreement or disagreement with the CPH; participant interviews that aimed to explore reasons for their decisions, method of writing, and other aspects of the multiple document reading process and essay writing process; and test scores from a comprehensive test on the subject matter of the research.Quantitative explorations of the data show that although the sample size is small, the sample follows a normal distribution and that the data may be analysed according to parametric tests. Initial qualitative results suggest three levels of engagement with multiple document reading. These need to be explored in more depth. The major finding at this point suggests that personal belief supercedes technical knowledge in the academic discipline. The need to pursue further research is evident.