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Role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest
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Harp, S., & Mayer, R. E. (1997). Role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92-102.
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How seductive details do their damage: A theory of cognitive interest in science learning
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Harp, S., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
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Systematic thinking fostered by illustrations in scientific text
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Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246.
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Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction
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Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357-371.
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Multimedia learning: Are we asking the right questions?
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Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?. Educational Psychologist, 32, 1-19.
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Designing instruction for constructivist learning
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Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. M. Reigeluth, Instructional design theories and models (vol. 2, pp 141-159) NJ: Erlbaum, Mahwah.
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Instructional Design Theories and Models
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Animations need narrations: An experimental test of a dual-coding hypothesis
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Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
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The instructive animation: Helping students build connections between words and pictures in multimedia learning
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Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
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When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons
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Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
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A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory
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Mayer, R. E., & Moreno, R. (1998b). A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
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For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
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Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
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A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text
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Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-44.
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Problem-solving transfer
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D. C. Berliner & R. C. Calfee. New York: Macmillan
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Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. C. Berliner & R. C. Calfee, Handbook of educational psychology (pp. 47-62). New York: Macmillan.
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Multimedia-supported metaphors for meaning making in mathematics
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Moreno, R., & Mayer, R. E. (in press). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction.
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Cognition and Instruction
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Reducing cognitive load by mixing auditory and visual presentation modes
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Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
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