-
1
-
-
0001512801
-
Contrast tests of interaction hypothesis
-
Abelson R.P., Prentice D.A. Contrast tests of interaction hypothesis. Psychological Methods 1997, 2:315-328. 10.1037/1082-989X.2.4.315.
-
(1997)
Psychological Methods
, vol.2
, pp. 315-328
-
-
Abelson, R.P.1
Prentice, D.A.2
-
2
-
-
38949135754
-
Implementation intentions and shielding goal striving from unwanted thoughts and feelings
-
Achtziger A., Gollwitzer P.M., Sheeran P. Implementation intentions and shielding goal striving from unwanted thoughts and feelings. Personality & Social Psychology Bulletin 2008, 34:381-393. 10.1177/0146167207311201.
-
(2008)
Personality & Social Psychology Bulletin
, vol.34
, pp. 381-393
-
-
Achtziger, A.1
Gollwitzer, P.M.2
Sheeran, P.3
-
3
-
-
66849142186
-
From intentions to behavior: Implementation intention, commitment, and conscientiousness
-
Ajzen I., Czasch C., Flood M.G. From intentions to behavior: Implementation intention, commitment, and conscientiousness. Journal of Applied Social Psychology 2009, 39:1356-1372. 10.1111/j.1559-1816.2009.00485.x.
-
(2009)
Journal of Applied Social Psychology
, vol.39
, pp. 1356-1372
-
-
Ajzen, I.1
Czasch, C.2
Flood, M.G.3
-
4
-
-
23744460423
-
Visual representations and learning: the role of static and animated graphics
-
Erlbaum, Mahwah, NJ
-
Anglin G.J., Vaez H., Cunningham K.L. Visual representations and learning: the role of static and animated graphics. Handbook of research on educational communications and technology 2004, Vol. 2:865-916. Erlbaum, Mahwah, NJ.
-
(2004)
Handbook of research on educational communications and technology
, vol.2
, pp. 865-916
-
-
Anglin, G.J.1
Vaez, H.2
Cunningham, K.L.3
-
5
-
-
65249176806
-
Coherence formation when learning from text and pictures: what kind of support for whom?
-
Bartholomé T., Bromme R. Coherence formation when learning from text and pictures: what kind of support for whom?. Journal of Educational Psychology 2009, 101:282-293. 10.1037/a0014312.
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 282-293
-
-
Bartholomé, T.1
Bromme, R.2
-
6
-
-
34248388451
-
Boosting scholastic test scores by willpower: the role of implementation intentions
-
Bayer U.C., Gollwitzer P.M. Boosting scholastic test scores by willpower: the role of implementation intentions. Self and Identity 2007, 6:1-19. 10.1080/15298860600662056.
-
(2007)
Self and Identity
, vol.6
, pp. 1-19
-
-
Bayer, U.C.1
Gollwitzer, P.M.2
-
8
-
-
67349140667
-
Towards a framework for attention cueing in instructional animations: guidelines for research and design
-
De Koning B.B., Tabbers H.K., Rikers R.M.J.P., Paas F. Towards a framework for attention cueing in instructional animations: guidelines for research and design. Educational Psychology Review 2009, 21:113-140. 10.1007/s10648-009-9098-7.
-
(2009)
Educational Psychology Review
, vol.21
, pp. 113-140
-
-
De Koning, B.B.1
Tabbers, H.K.2
Rikers, R.M.J.P.3
Paas, F.4
-
9
-
-
79957597543
-
More or better: do the number and specificity of implementation intentions matter in increasing physical activity?
-
De Vet E., Oenema A., Brug J. More or better: do the number and specificity of implementation intentions matter in increasing physical activity?. Psychology of Sport and Exercise 2011, 12:471-477. 10.1016/j.psychsport.2011.02.008.
-
(2011)
Psychology of Sport and Exercise
, vol.12
, pp. 471-477
-
-
De Vet, E.1
Oenema, A.2
Brug, J.3
-
10
-
-
0037705993
-
Implementation intentions do not enhance all types of goals: the moderating role of goal difficulty
-
Dewitte S., Verguts T., Lens W. Implementation intentions do not enhance all types of goals: the moderating role of goal difficulty. Current Psychology 2003, 22:73-89. 10.1007/s12144-003-1014-6.
-
(2003)
Current Psychology
, vol.22
, pp. 73-89
-
-
Dewitte, S.1
Verguts, T.2
Lens, W.3
-
11
-
-
84880817570
-
How inspecting a picture affects processing of text in multimedia learning
-
Eitel A., Scheiter K., Schüler A. How inspecting a picture affects processing of text in multimedia learning. Applied Cognitive Psychology 2013, 10.1002/acp.2922.
-
(2013)
Applied Cognitive Psychology
-
-
Eitel, A.1
Scheiter, K.2
Schüler, A.3
-
12
-
-
84879590625
-
How a picture facilitates the process of learning from text: evidence for scaffolding
-
Eitel A., Scheiter K., Schüler A., Nyström M., Holmqvist K. How a picture facilitates the process of learning from text: evidence for scaffolding. Learning and Instruction 2013, 28:48-63.
-
(2013)
Learning and Instruction
, vol.28
, pp. 48-63
-
-
Eitel, A.1
Scheiter, K.2
Schüler, A.3
Nyström, M.4
Holmqvist, K.5
-
13
-
-
34548570981
-
The multimedia principle
-
Cambridge University Press, New York, NY, R.E. Mayer (Ed.)
-
Fletcher J.D., Tobias S. The multimedia principle. The Cambridge handbook of multimedia learning 2005, 117-133. Cambridge University Press, New York, NY. R.E. Mayer (Ed.).
-
(2005)
The Cambridge handbook of multimedia learning
, pp. 117-133
-
-
Fletcher, J.D.1
Tobias, S.2
-
14
-
-
1042301787
-
Representation of the cell and its processes in high school students: an integrated view
-
Flores F., Tovar M.E., Gallegos L. Representation of the cell and its processes in high school students: an integrated view. International Journal of Science Education 2003, 25:269-286.
-
(2003)
International Journal of Science Education
, vol.25
, pp. 269-286
-
-
Flores, F.1
Tovar, M.E.2
Gallegos, L.3
-
15
-
-
0000901038
-
Implementation intentions: Strong effects of simple plans
-
Gollwitzer P.M. Implementation intentions: Strong effects of simple plans. American Psychologist 1999, 54:493-503.
-
(1999)
American Psychologist
, vol.54
, pp. 493-503
-
-
Gollwitzer, P.M.1
-
17
-
-
33646204004
-
Implementation intentions and goal achievement: a meta-analysis of effects and processes
-
Elsevier Academic Press, San Diego, CA
-
Gollwitzer P.M., Sheeran P. Implementation intentions and goal achievement: a meta-analysis of effects and processes. Advances in experimental social psychology 2006, Vol. 38:69-119. Elsevier Academic Press, San Diego, CA. 10.1016/S0065-2601(06)38002-1.
-
(2006)
Advances in experimental social psychology
, vol.38
, pp. 69-119
-
-
Gollwitzer, P.M.1
Sheeran, P.2
-
18
-
-
0345252512
-
Utilization of illustrations during learning of science textbook passages among low- and high-ability children
-
Hannus M., Hyönä J. Utilization of illustrations during learning of science textbook passages among low- and high-ability children. ContemporaryEducational Psychology 1999, 24:95-123. 10.1006/ceps.1998.0987.
-
(1999)
ContemporaryEducational Psychology
, vol.24
, pp. 95-123
-
-
Hannus, M.1
Hyönä, J.2
-
20
-
-
0000497741
-
Constructing mental models of machines from text and diagrams
-
Hegarty M., Just M.A. Constructing mental models of machines from text and diagrams. Journal of Memory and Language 1993, 32:717-742. 10.1006/jmla.1993.1036.
-
(1993)
Journal of Memory and Language
, vol.32
, pp. 717-742
-
-
Hegarty, M.1
Just, M.A.2
-
21
-
-
0028292619
-
Individual differences in mental animation during mechanical reasoning
-
Hegarty M., Sims V.K. Individual differences in mental animation during mechanical reasoning. Memory & Cognition 1994, 22:411-430.
-
(1994)
Memory & Cognition
, vol.22
, pp. 411-430
-
-
Hegarty, M.1
Sims, V.K.2
-
22
-
-
67349100199
-
Differential benefits of situated instructional prompts
-
Horz H., Winter C., Fries S. Differential benefits of situated instructional prompts. Computers in Human Behavior 2009, 25:818-828. 10.1016/j.chb.2008.07.001.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 818-828
-
-
Horz, H.1
Winter, C.2
Fries, S.3
-
23
-
-
85047686575
-
Individual differences in reading to summarize expository text: evidence from eye fixation patterns
-
Hyönä J., Lorch R.F., Kaakinen J.K. Individual differences in reading to summarize expository text: evidence from eye fixation patterns. Journal of Educational Psychology 2002, 94(1):44-55. 10.1037/0022-0663.94.1.44.
-
(2002)
Journal of Educational Psychology
, vol.94
, Issue.1
, pp. 44-55
-
-
Hyönä, J.1
Lorch, R.F.2
Kaakinen, J.K.3
-
24
-
-
84867879068
-
An eye movement analysis of the spatial contiguity effect in multimedia learning
-
Johnson C.I., Mayer R.E. An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied 2012, 18:178-191. 10.1037/a0026923.
-
(2012)
Journal of Experimental Psychology: Applied
, vol.18
, pp. 178-191
-
-
Johnson, C.I.1
Mayer, R.E.2
-
25
-
-
0019039493
-
Atheory of reading: from eye fixations to comprehension
-
Just M.A., Carpenter P.A. Atheory of reading: from eye fixations to comprehension. Psychological Review 1980, 87:329-354. 10.1037/0033-295X.87.4.329.
-
(1980)
Psychological Review
, vol.87
, pp. 329-354
-
-
Just, M.A.1
Carpenter, P.A.2
-
26
-
-
85047670995
-
Attaining personal goals: self-concordance plus implementation intentions equals success
-
Koestner R., Lekes N., Powers T.A., Chicoine E. Attaining personal goals: self-concordance plus implementation intentions equals success. Journal of Personality and Social Psychology 2002, 83:231-244. 10.1037//0022-3514.83.1.231.
-
(2002)
Journal of Personality and Social Psychology
, vol.83
, pp. 231-244
-
-
Koestner, R.1
Lekes, N.2
Powers, T.A.3
Chicoine, E.4
-
27
-
-
77952885338
-
Developing and evaluating a strategy for learning from animations
-
Kombartzky U., Plötzner R., Schlag S., Metz B. Developing and evaluating a strategy for learning from animations. Learning and Instruction 2010, 20:424-433. 10.1016/j.learninstruc.2009.05.002.
-
(2010)
Learning and Instruction
, vol.20
, pp. 424-433
-
-
Kombartzky, U.1
Plötzner, R.2
Schlag, S.3
Metz, B.4
-
28
-
-
0002001527
-
Construction of a paper-and-pencil test of basic scientific literacy based on selected literacy goals recommended by the American Association for the Advancement of Science
-
Laugksch R.C., Spargo P.E. Construction of a paper-and-pencil test of basic scientific literacy based on selected literacy goals recommended by the American Association for the Advancement of Science. Public Understanding of Science 1996, 5:331-359. 10.1088/0963-6625/5/4/003.
-
(1996)
Public Understanding of Science
, vol.5
, pp. 331-359
-
-
Laugksch, R.C.1
Spargo, P.E.2
-
29
-
-
0034414427
-
Chromosomes: the missing link- young people's understanding of mitosis, meiosis, and fertilisation
-
Lewis J., Leach J., Wood-Robinson C. Chromosomes: the missing link- young people's understanding of mitosis, meiosis, and fertilisation. Journal of Biological Education 2000, 34:189-199.
-
(2000)
Journal of Biological Education
, vol.34
, pp. 189-199
-
-
Lewis, J.1
Leach, J.2
Wood-Robinson, C.3
-
30
-
-
84866494282
-
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns
-
Mason L., Tornatora M.C., Pluchino P. Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education 2013, 60:95-109. 10.1016/j.compedu.2012.07.011.
-
(2013)
Computers & Education
, vol.60
, pp. 95-109
-
-
Mason, L.1
Tornatora, M.C.2
Pluchino, P.3
-
31
-
-
0003781450
-
-
Cambridge University Press, New York, NY
-
Mayer R.E. Multimedia learning 2009, Cambridge University Press, New York, NY. 2nd ed.
-
(2009)
Multimedia learning
-
-
Mayer, R.E.1
-
32
-
-
0032396526
-
Asplit-attention effect in multimedia learning: evidence for dual processing systems in working memory
-
Mayer R.E., Moreno R. Asplit-attention effect in multimedia learning: evidence for dual processing systems in working memory. Journal of Educational Psychology 1998, 90(2):312-320. 10.1037/0022-0663.90.2.312.
-
(1998)
Journal of Educational Psychology
, vol.90
, Issue.2
, pp. 312-320
-
-
Mayer, R.E.1
Moreno, R.2
-
33
-
-
4444362722
-
ISTART: interactive strategy training for active reading and thinking
-
McNamara D.S., Levinstein I.B., Boonthum C. iSTART: interactive strategy training for active reading and thinking. Behavior Research Methods, Instruments, & Computers 2004, 36(2):222-233. 10.3758/BF03195567.
-
(2004)
Behavior Research Methods, Instruments, & Computers
, vol.36
, Issue.2
, pp. 222-233
-
-
McNamara, D.S.1
Levinstein, I.B.2
Boonthum, C.3
-
34
-
-
61449214082
-
Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning
-
Merriënboer J.J.G., Sluijsmans D.M.A. Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review 2008, 21:55-66. 10.1007/s10648-008-9092-5.
-
(2008)
Educational Psychology Review
, vol.21
, pp. 55-66
-
-
Merriënboer, J.J.G.1
Sluijsmans, D.M.A.2
-
36
-
-
84965707973
-
The effects of repeated readings and attentional cues on reading fluency and comprehension
-
O'Shea L.J., Sindelar P.T., O'Shea D.J. The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Literacy Research 1985, 17:129-142.
-
(1985)
Journal of Literacy Research
, vol.17
, pp. 129-142
-
-
O'Shea, L.J.1
Sindelar, P.T.2
O'Shea, D.J.3
-
37
-
-
35548951745
-
Action control by implementation intentions: effective cue detection and efficient response initiation
-
Parks-Stamm E.J., Gollwitzer P.M., Oettingen G. Action control by implementation intentions: effective cue detection and efficient response initiation. Social Cognition 2007, 25(2):248-266. 10.1521/soco.2007.25.2.248.
-
(2007)
Social Cognition
, vol.25
, Issue.2
, pp. 248-266
-
-
Parks-Stamm, E.J.1
Gollwitzer, P.M.2
Oettingen, G.3
-
39
-
-
77955837662
-
The effects of signals on learning from text and diagrams: how looking at diagrams earlier and more frequently improves understanding
-
Springer, Heidelberg, A.K. Goel, M. Jamnik, N.H. Narayanan (Eds.)
-
Scheiter K., Eitel A. The effects of signals on learning from text and diagrams: how looking at diagrams earlier and more frequently improves understanding. Diagrammatic representation and inference 2010, 264-270. Springer, Heidelberg. 10.1007/978-3-642-14600-8_26. A.K. Goel, M. Jamnik, N.H. Narayanan (Eds.).
-
(2010)
Diagrammatic representation and inference
, pp. 264-270
-
-
Scheiter, K.1
Eitel, A.2
-
40
-
-
70349320576
-
The effects of realism in learning with dynamic visualizations
-
Scheiter K., Gerjets P., Huk T., Imhof B., Kammerer Y. The effects of realism in learning with dynamic visualizations. Learning and Instruction 2009, 19:481-494.
-
(2009)
Learning and Instruction
, vol.19
, pp. 481-494
-
-
Scheiter, K.1
Gerjets, P.2
Huk, T.3
Imhof, B.4
Kammerer, Y.5
-
41
-
-
84887092538
-
Extending multimedia research: how do prerequisite knowledge and reading comprehension affect learning from text and pictures
-
Scheiter K., Schüler A., Gerjets P., Huk T., Hesse F.W. Extending multimedia research: how do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior 2014, 31:73-84.
-
(2014)
Computers in Human Behavior
, vol.31
, pp. 73-84
-
-
Scheiter, K.1
Schüler, A.2
Gerjets, P.3
Huk, T.4
Hesse, F.W.5
-
42
-
-
70449362033
-
Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources
-
Scheiter K., Van Gog T. Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology 2009, 23:1209-1214. 10.1002/acp.1524.
-
(2009)
Applied Cognitive Psychology
, vol.23
, pp. 1209-1214
-
-
Scheiter, K.1
Van Gog, T.2
-
43
-
-
80054015906
-
Supporting learning from illustrated texts: conceptualizing and evaluating a learning strategy
-
Schlag S., Plötzner R. Supporting learning from illustrated texts: conceptualizing and evaluating a learning strategy. Instructional Science 2011, 39:921-937.
-
(2011)
Instructional Science
, vol.39
, pp. 921-937
-
-
Schlag, S.1
Plötzner, R.2
-
44
-
-
71749108389
-
Acloser look at split visual attention in system- and self-paced instruction in multimedia learning
-
Schmidt-Weigand F., Kohnert A., Glowalla U. Acloser look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction 2010, 20:100-110. 10.1016/j.learninstruc.2009.02.011.
-
(2010)
Learning and Instruction
, vol.20
, pp. 100-110
-
-
Schmidt-Weigand, F.1
Kohnert, A.2
Glowalla, U.3
-
45
-
-
77956426441
-
Explaining the modality and contiguity effects: new insights from investigating students' viewing behaviour
-
Schmidt-Weigand F., Kohnert A., Glowalla U. Explaining the modality and contiguity effects: new insights from investigating students' viewing behaviour. Applied Cognitive Psychology 2010, 24:226-237. 10.1002/acp.1554.
-
(2010)
Applied Cognitive Psychology
, vol.24
, pp. 226-237
-
-
Schmidt-Weigand, F.1
Kohnert, A.2
Glowalla, U.3
-
46
-
-
33750878205
-
An integrated model of text and picture comprehension
-
Cambridge University Press, New York, NY, R.E. Mayer (Ed.)
-
Schnotz W. An integrated model of text and picture comprehension. The Cambridge handbook of multimedia learning 2005, 49-69. Cambridge University Press, New York, NY. R.E. Mayer (Ed.).
-
(2005)
The Cambridge handbook of multimedia learning
, pp. 49-69
-
-
Schnotz, W.1
-
47
-
-
84874880988
-
Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation
-
Schüler A., Scheiter K., Gerjets P. Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior 2013, 29:1590-1601.
-
(2013)
Computers in Human Behavior
, vol.29
, pp. 1590-1601
-
-
Schüler, A.1
Scheiter, K.2
Gerjets, P.3
-
48
-
-
0037400330
-
Supporting coherence formation in learning from multiple representations
-
Seufert T. Supporting coherence formation in learning from multiple representations. Learning and Instruction 2003, 13:227-237. 10.1016/S0959-4752(02)00022-1.
-
(2003)
Learning and Instruction
, vol.13
, pp. 227-237
-
-
Seufert, T.1
-
49
-
-
33646416203
-
Cognitive load and the format of instructional aids for coherence formation
-
Seufert T., Brünken R. Cognitive load and the format of instructional aids for coherence formation. Applied Cognitive Psychology 2006, 20:321-331. 10.1002/acp.1248.
-
(2006)
Applied Cognitive Psychology
, vol.20
, pp. 321-331
-
-
Seufert, T.1
Brünken, R.2
-
50
-
-
85006082697
-
Intention-behavior relations: a conceptual and empirical review
-
Sheeran P. Intention-behavior relations: a conceptual and empirical review. European Review of Social Psychology 2002, 12:1-36. 10.1080/14792772143000003.
-
(2002)
European Review of Social Psychology
, vol.12
, pp. 1-36
-
-
Sheeran, P.1
-
52
-
-
67651121809
-
Is it merely a question of "what" to prompt or also "when" to prompt?
-
Thillmann H., Künsting J., Wirth J., Leutner D. Is it merely a question of "what" to prompt or also "when" to prompt?. Zeitschrift für Pädagogische Psychologie 2009, 23:105-115. 10.1024/1010-0652.23.2.105.
-
(2009)
Zeitschrift für Pädagogische Psychologie
, vol.23
, pp. 105-115
-
-
Thillmann, H.1
Künsting, J.2
Wirth, J.3
Leutner, D.4
-
53
-
-
71749098384
-
Eye tracking as a tool to study and enhance multimedia learning
-
Van Gog T., Scheiter K. Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction 2010, 20:95-99. 10.1016/j.learninstruc.2009.02.009.
-
(2010)
Learning and Instruction
, vol.20
, pp. 95-99
-
-
Van Gog, T.1
Scheiter, K.2
-
55
-
-
85050418946
-
Children's compensations for poorly automated reading skills
-
Walczyk J.J., Marsiglia C.S., Johns A.K., Bryan K.S. Children's compensations for poorly automated reading skills. Discourse Processes 2004, 37:47-66. 10.1207/s15326950dp3701_3.
-
(2004)
Discourse Processes
, vol.37
, pp. 47-66
-
-
Walczyk, J.J.1
Marsiglia, C.S.2
Johns, A.K.3
Bryan, K.S.4
-
56
-
-
54149099546
-
Mechanisms of implementation intention effects: the role of goal intentions, self-efficacy, and accessibility of plan components
-
Webb T.L., Sheeran P. Mechanisms of implementation intention effects: the role of goal intentions, self-efficacy, and accessibility of plan components. The British Journal of Social Psychology 2008, 47:373-395. 10.1348/014466607X267010.
-
(2008)
The British Journal of Social Psychology
, vol.47
, pp. 373-395
-
-
Webb, T.L.1
Sheeran, P.2
-
57
-
-
0000359597
-
The teaching of learning strategies
-
Macmillan, New York, NY
-
Weinstein C.E., Mayer R.E. The teaching of learning strategies. Handbook of research on teaching 1986, Vol. 3:315-327. Macmillan, New York, NY. 3rd ed.
-
(1986)
Handbook of research on teaching
, vol.3
, pp. 315-327
-
-
Weinstein, C.E.1
Mayer, R.E.2
-
58
-
-
79955099896
-
If-then planning helps school-aged children to ignore attractive distractions
-
Wieber F., Von Suchodoletz A., Heikamp T., Trommsdorff G., Gollwitzer P.M. If-then planning helps school-aged children to ignore attractive distractions. Social Psychology 2011, 42:39-47. 10.1027/1864-9335/a000041.
-
(2011)
Social Psychology
, vol.42
, pp. 39-47
-
-
Wieber, F.1
Von Suchodoletz, A.2
Heikamp, T.3
Trommsdorff, G.4
Gollwitzer, P.M.5
-
59
-
-
14844314290
-
Text comprehension
-
Erlbaum, Mahwah, NJ, A.C. Graesser, M.A. Gernsbacher, S.R. Goldman (Eds.)
-
Zwaan R., Singer M. Text comprehension. Handbook of discourse processes 2003, 83-121. Erlbaum, Mahwah, NJ. A.C. Graesser, M.A. Gernsbacher, S.R. Goldman (Eds.).
-
(2003)
Handbook of discourse processes
, pp. 83-121
-
-
Zwaan, R.1
Singer, M.2
|