The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions

Journal of Educational Psychology

Volumn 107, Issue 3, 2015, Pages 705-723

  Roelle, Julian ^a   Lehmkuhl, Nina ^a   Beyer, Martin Uwe ^a   Berthold, Kirsten ^a  

^a BIELEFELD UNIVERSITY   (Germany)

Author keywords

Cognitive load theory; Focused processing; Instructional explanations; Prompts; Relevance instructions

Indexed keywords

EID: 84938896575     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/edu0000010     Document Type: Article

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