-
2
-
-
36248949617
-
Overcoming intuition: metacognitive difficulty activates analytic reasoning
-
Alter, A. L., Oppenheimer, D. M., Epley, N., & Eyre, R. N. (2007). Overcoming intuition: metacognitive difficulty activates analytic reasoning. Journal of Experimental Psychology: General, 136, 569–576. doi:10.1037/0096-3445.136.4.569.
-
(2007)
Journal of Experimental Psychology: General
, vol.136
, pp. 569-576
-
-
Alter, A.L.1
Oppenheimer, D.M.2
Epley, N.3
Eyre, R.N.4
-
3
-
-
33750513435
-
Using subjective measures to detect variations of intrinsic cognitive load within problems
-
Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16, 389–400.
-
(2006)
Learning and Instruction
, vol.16
, pp. 389-400
-
-
Ayres, P.1
-
4
-
-
0000251648
-
Memory and metamemory considerations in the training of human beings
-
Metcalfe J, Shimamura A, (eds), MIT, Cambridg
-
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge: MIT.
-
(1994)
Metacognition: Knowing about knowing
, pp. 185-205
-
-
Bjork, R.A.1
-
5
-
-
84904736727
-
Desirable difficulties perspective on learning
-
Pashler H, (ed), 4, Sage Publication, Thousand Oak
-
Bjork, R. A. (2013). Desirable difficulties perspective on learning. In H. Pashler (Ed.), Encyclopedia of the mind (Vol. 4, pp. 134–146). Thousand Oaks: Sage Publication.
-
(2013)
Encyclopedia of the mind
, pp. 134-146
-
-
Bjork, R.A.1
-
7
-
-
0037412694
-
Direct measurement of cognitive load in multimedia learning
-
Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53–61.
-
(2003)
Educational Psychologist
, vol.38
, pp. 53-61
-
-
Brünken, R.1
Plass, J.L.2
Leutner, D.3
-
8
-
-
84981263306
-
The magical number 4 in short-term memory: a reconsideration of mental storage capacity
-
Cowan, N. (2001). The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87–185. doi:10.1017/S0140525X01003922.
-
(2001)
Behavioral and Brain Sciences
, vol.24
, pp. 87-185
-
-
Cowan, N.1
-
9
-
-
79952811639
-
Fortune favors the bold (and the italicized): effects of disfluency on educational outcomes
-
Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune favors the bold (and the italicized): effects of disfluency on educational outcomes. Cognition, 118, 111–115. doi:10.1016/j.cognition.2010.09.012.
-
(2011)
Cognition
, vol.118
, pp. 111-115
-
-
Diemand-Yauman, C.1
Oppenheimer, D.M.2
Vaughan, E.B.3
-
10
-
-
84889638415
-
Effectiveness of learning strategy instruction on academic performance: a meta-analysis
-
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: a meta-analysis. Educational Research Review, 11, 1–26. doi:10.1016/j.edurev.2013.11.002.
-
(2014)
Educational Research Review
, vol.11
, pp. 1-26
-
-
Donker, A.S.1
de Boer, H.2
Kostons, D.3
Dignath van Ewijk, C.C.4
van der Werf, M.P.C.5
-
11
-
-
84904721451
-
Disfluency meets cognitive load in multimedia learning: does harder-to-read mean better-to-understand?
-
Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28, 488–501. doi:10.1002/acp.3004.
-
(2014)
Applied Cognitive Psychology
, vol.28
, pp. 488-501
-
-
Eitel, A.1
Kühl, T.2
Scheiter, K.3
Gerjets, P.4
-
12
-
-
84877672554
-
Changing fonts in education: how the benefits vary with ability and dyslexia
-
French, M. M. J., Blood, A., Bright, N. D., Futak, D., Grohmann, M. J., Hasthorpe, A., Heritage, J., Poland, R. L., Reece, S., & Tabor, J. (2013). Changing fonts in education: how the benefits vary with ability and dyslexia. The Journal of Educational Research, 106, 301–304. doi:10.1080/00220671.2012.736430.
-
(2013)
The Journal of Educational Research
, vol.106
, pp. 301-304
-
-
French, M.M.J.1
Blood, A.2
Bright, N.D.3
Futak, D.4
Grohmann, M.J.5
Hasthorpe, A.6
Heritage, J.7
Poland, R.L.8
Reece, S.9
Tabor, J.10
-
13
-
-
84862651347
-
Does the processing fluency of a syllabus affect the forecasted grade and course difficulty?
-
Guenther, R. K. (2012). Does the processing fluency of a syllabus affect the forecasted grade and course difficulty? Psychological Reports, 110, 946–954. doi:10.2466/01.11.28.PR0.110.3.946-954.
-
(2012)
Psychological Reports
, vol.110
, pp. 946-954
-
-
Guenther, R.K.1
-
15
-
-
0003891643
-
-
Dover, New York: (Original work published 1890
-
James, W. (1950). The principles of psychology. New York: Dover (Original work published 1890).
-
(1950)
The principles of psychology
-
-
James, W.1
-
16
-
-
35248827640
-
Expertise reversal effect and its implications for learner-tailored instruction
-
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539. doi:10.1007/s10648-007-9054-3.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 509-539
-
-
Kalyuga, S.1
-
17
-
-
0037412683
-
The expertise reversal effect
-
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–31.
-
(2003)
Educational Psychologist
, vol.38
, pp. 23-31
-
-
Kalyuga, S.1
Ayres, P.2
Chandler, P.3
Sweller, J.4
-
18
-
-
84962067890
-
Subjective differentiated measurement of cognitive load. Paper presented at the 5th International Cognitive Load Theory Conference
-
Klepsch, M., & Seufert, T. (2012). Subjective differentiated measurement of cognitive load. Paper presented at the 5th International Cognitive Load Theory Conference, Tallahassee (USA).
-
(2012)
Tallahassee (USA)
-
-
Klepsch, M.1
Seufert, T.2
-
19
-
-
84897432323
-
The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
-
Kühl, T., Eitel, A., Damnik, G., & Körndle, H. (2014). The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189–198. doi:10.1016/j.chb.2014.03.004.
-
(2014)
Computers in Human Behavior
, vol.35
, pp. 189-198
-
-
Kühl, T.1
Eitel, A.2
Damnik, G.3
Körndle, H.4
-
20
-
-
30644477627
-
Cognitive theory of multimedia learning
-
Mayer RE, (ed), Cambridge University Press, New Yor
-
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.
-
(2005)
The Cambridge handbook of multimedia learning
, pp. 31-48
-
-
Mayer, R.E.1
-
21
-
-
58149206881
-
For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning
-
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. doi:10.1037/0022-0663.86.3.389.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 389-401
-
-
Mayer, R.E.1
Sims, V.K.2
-
22
-
-
0028419195
-
The magical number seven, plus or minus two: some limits on our capacity for processing information
-
Miller, G. A. (1994). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 101, 343–352. doi:10.1037/0033-295X.101.2.343.
-
(1994)
Psychological Review
, vol.101
, pp. 343-352
-
-
Miller, G.A.1
-
23
-
-
0034392403
-
Working memory capacity—facets of a cognitive ability construct
-
Oberauer, K., Süß, H.-M., Schulze, R., Wilhelm, O., & Wittmann, W. W. (2000). Working memory capacity—facets of a cognitive ability construct. Personality and Individual Differences, 29, 1017–1045. doi:10.1016/S0191-8869(99)00251-2.
-
(2000)
Personality and Individual Differences
, vol.29
, pp. 1017-1045
-
-
Oberauer, K.1
Süß, H.-M.2
Schulze, R.3
Wilhelm, O.4
Wittmann, W.W.5
-
24
-
-
23744464097
-
A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction
-
Paas, F., Tuovinen, J. E., van Merriënboer, J. J., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research & Development, 53, 25–34.
-
(2005)
Educational Technology Research & Development
, vol.53
, pp. 25-34
-
-
Paas, F.1
Tuovinen, J.E.2
van Merriënboer, J.J.3
Darabi, A.A.4
-
25
-
-
0028491580
-
Measurement of cognitive load in instructional research
-
Pass, F. G., van Merriënboer, J. J., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and Motor Skills, 79, 419–430.
-
(1994)
Perceptual and Motor Skills
, vol.79
, pp. 419-430
-
-
Pass, F.G.1
van Merriënboer, J.J.2
Adam, J.J.3
-
26
-
-
57349111169
-
Memory predictions are influenced by perceptual information: evidence for metacognitive illusions
-
Rhodes, M. G., & Castel, A. D. (2008). Memory predictions are influenced by perceptual information: evidence for metacognitive illusions. Journal of Experimental Psychology: General, 137, 615–625. doi:10.1037/a0013684.
-
(2008)
Journal of Experimental Psychology: General
, vol.137
, pp. 615-625
-
-
Rhodes, M.G.1
Castel, A.D.2
-
27
-
-
84962094122
-
-
Rummer, R., Schweppe, J., & Schwede, A. (this issue). Fortune is fickle: null-effects of disfluency on learning outcomes. Metacognition and Learning
-
Rummer, R., Schweppe, J., & Schwede, A. (this issue). Fortune is fickle: null-effects of disfluency on learning outcomes. Metacognition and Learning.
-
-
-
-
28
-
-
33750878205
-
An integrated model of text and picture comprehension
-
Mayer RE, (ed), Cambridge University Press, Cambridg
-
Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49–69). Cambridge: Cambridge University Press.
-
(2005)
The Cambridge handbook of multimedia learning
, pp. 49-69
-
-
Schnotz, W.1
-
29
-
-
0032610862
-
Einflüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Text- und Bildverstehen [Influence of the type of visualization on the construction of mental models during picture and text comprehension]
-
Schnotz, W., & Bannert, M. (1999). Einflüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Text- und Bildverstehen [Influence of the type of visualization on the construction of mental models during picture and text comprehension]. Zeitschrift für Experimentelle Psychologie, 46, 217–236. doi:10.1026//0949-3964.46.3.217.
-
(1999)
Zeitschrift für Experimentelle Psychologie
, vol.46
, pp. 217-236
-
-
Schnotz, W.1
Bannert, M.2
-
30
-
-
0037400330
-
Supporting coherence formation in learning from multiple representations
-
Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13, 227–237. doi:10.1016/S0959-4752(02)00022-1.
-
(2003)
Learning and Instruction
, vol.13
, pp. 227-237
-
-
Seufert, T.1
-
31
-
-
33646403954
-
Supporting coherence formation in multimedia learning
-
Niegemann H, Brünken R, Leutner D, (eds), Münster, Waxman
-
Seufert, T., & Brünken, R. (2004). Supporting coherence formation in multimedia learning. In H. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional design for multimedia learning. Proceedings of the EARLI SIG 6 biannual workshop 2002 in Erfurt (pp. 138–147). Waxmann: Münster.
-
(2004)
Instructional design for multimedia learning. Proceedings of the EARLI SIG 6 biannual workshop 2002 in Erfurt
, pp. 138-147
-
-
Seufert, T.1
Brünken, R.2
-
32
-
-
0002460725
-
Aptitude‐treatment interaction as a framework of research in individual differences in learning
-
Ackerman PL, Sternberg RJ, Glaser R, (eds), Freeman, New Yor
-
Snow, R. E. (1989). Aptitude‐treatment interaction as a framework of research in individual differences in learning. In P. L. Ackerman, R. J. Sternberg, & R. Glaser (Eds.), Learning and individual differences (pp. 13–59). New York: Freeman.
-
(1989)
Learning and individual differences
, pp. 13-59
-
-
Snow, R.E.1
-
33
-
-
55449122249
-
If it’s hard to read, it’s hard to do
-
Song, H., & Schwarz, N. (2008). If it’s hard to read, it’s hard to do. Psychological Science, 19, 986–988. doi:10.1111/j.1467-9280.2008.02189.x.
-
(2008)
Psychological Science
, vol.19
, pp. 986-988
-
-
Song, H.1
Schwarz, N.2
-
34
-
-
80053094418
-
Memory and metamemory for inverted words: illusions of competency and desirable difficulties
-
Sungkhasettee, V. W., Friedman, M. C., & Castel, A. D. (2011). Memory and metamemory for inverted words: illusions of competency and desirable difficulties. Psychonomic Bulletin and Review, 18, 973–978. doi:10.3758/s13423-011-0114-9.
-
(2011)
Psychonomic Bulletin and Review
, vol.18
, pp. 973-978
-
-
Sungkhasettee, V.W.1
Friedman, M.C.2
Castel, A.D.3
-
35
-
-
43949152992
-
Cognitve load theory, learning difficulty, and instructional design
-
Sweller, J. (1994). Cognitve load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.
-
(1994)
Learning and Instruction
, vol.4
, pp. 295-312
-
-
Sweller, J.1
-
36
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merrienboër, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296. doi:10.1023/A:1022193728205.
-
(1998)
Educational Psychology Review
, vol.10
, pp. 251-296
-
-
Sweller, J.1
van Merrienboër, J.J.G.2
Paas, F.G.W.C.3
-
38
-
-
0347294219
-
Novelty assessment in the brain and long-term memory encoding
-
Tulving, E., & Kroll, N. (1995). Novelty assessment in the brain and long-term memory encoding. Psychonomic Bulletin & Review, 2, 387–390. doi:10.3758/BF03210977.
-
(1995)
Psychonomic Bulletin & Review
, vol.2
, pp. 387-390
-
-
Tulving, E.1
Kroll, N.2
-
39
-
-
0016264378
-
Judgment under uncertainty: heuristics and biases
-
Tverski, A., & Kahneman, D. (1974). Judgment under uncertainty: heuristics and biases. Science, 185, 1124–1131.
-
(1974)
Science
, vol.185
, pp. 1124-1131
-
-
Tverski, A.1
Kahneman, D.2
-
41
-
-
84873250385
-
When disfluency is—and is not—a desirable difficulty: the influence of typeface clarity on metacognitive judgments and memory
-
Yue, C. L., Castel, A. D., & Bjork, R. A. (2013). When disfluency is—and is not—a desirable difficulty: the influence of typeface clarity on metacognitive judgments and memory. Memory and Cognition, 41, 229–241. doi:10.3758/s13421-012-0255-8.
-
(2013)
Memory and Cognition
, vol.41
, pp. 229-241
-
-
Yue, C.L.1
Castel, A.D.2
Bjork, R.A.3
|