Problem format and presentation sequence: Effects on learning and mental effort among US high school students

Applied Cognitive Psychology

Volumn 20, Issue 3, 2006, Pages 299-309

  Olina, Zane ^a   Reiser, Robert ^a   Huang, Xiaoxia ^a   Lim, Jung ^a   Park, Sanghoon ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; ARTICLE; ATTENTION; AUDIOVISUAL EQUIPMENT; CHILD; COGNITION; FEMALE; HIGH SCHOOL STUDENT; HUMAN; HUMAN EXPERIMENT; KNOWLEDGE; LEARNING; LEARNING ENVIRONMENT; LEARNING THEORY; MALE; MENTAL PERFORMANCE; NORMAL HUMAN; PRIORITY JOURNAL; PROBLEM SOLVING; RATING SCALE; TASK PERFORMANCE; UNITED STATES; WORKING MEMORY;

EID: 33646392217     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.1246     Document Type: Article

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