-
1
-
-
84943352808
-
Giving learning a helping hand: finger tracing of temperature graphs on an iPad
-
Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015). Giving learning a helping hand: finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27(3), 427–443. doi:10.1007/s10648-015-9315-5.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.3
, pp. 427-443
-
-
Agostinho, S.1
Tindall-Ford, S.2
Ginns, P.3
Howard, S.J.4
Leahy, W.5
Paas, F.6
-
2
-
-
0005371942
-
Pictorial-verbal and analytic-holistic learning strategies in science learning
-
Alesandrini, K. L. (1981). Pictorial-verbal and analytic-holistic learning strategies in science learning. Journal of Education and Psychology, 73, 358–368. doi:10.1037/0022-0663.73.3.358.
-
(1981)
Journal of Education and Psychology
, vol.73
, pp. 358-368
-
-
Alesandrini, K.L.1
-
3
-
-
0036210232
-
An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor
-
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26(2), 147–179. doi:10.1016/S0364-0213(02)00061-7.
-
(2002)
Cognitive Science
, vol.26
, Issue.2
, pp. 147-179
-
-
Aleven, V.A.1
Koedinger, K.R.2
-
4
-
-
0000956571
-
Effects of recall tests on long-term retention of paired-associates
-
Allen, G. A., Mahler, W. A., & Estes, W. K. (1969). Effects of recall tests on long-term retention of paired-associates. Journal of Verbal Learning and Behavior, 8(4), 463–470. doi:10.1016/S0022-5371(69)80090-3.
-
(1969)
Journal of Verbal Learning and Behavior
, vol.8
, Issue.4
, pp. 463-470
-
-
Allen, G.A.1
Mahler, W.A.2
Estes, W.K.3
-
5
-
-
41949141150
-
Why do delayed summaries improve metacomprehension?
-
Anderson, M. C. M., & Thiede, K. W. (2008). Why do delayed summaries improve metacomprehension? Acta Psychologica, 128, 110–118. doi:10.1016/j.actpsy.2007.10.006.
-
(2008)
Acta Psychologica
, vol.128
, pp. 110-118
-
-
Anderson, M.C.M.1
Thiede, K.W.2
-
6
-
-
0002684864
-
The processes and effects of peer tutoring
-
Annis, L. F. (1983). The processes and effects of peer tutoring. Human Learning, 2, 39–47.
-
(1983)
Human Learning
, vol.2
, pp. 39-47
-
-
Annis, L.F.1
-
7
-
-
84928222256
-
Student-generated paragraph summaries and the information-processing theory of prose learning
-
Annis, L. F. (1985). Student-generated paragraph summaries and the information-processing theory of prose learning. Journal of Experimental Education, 54(1), 4–10.
-
(1985)
Journal of Experimental Education
, vol.54
, Issue.1
, pp. 4-10
-
-
Annis, L.F.1
-
9
-
-
1542691090
-
The use of advance organizers in the learning and retention of meaningful verbal material
-
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Education and Psychology, 51, 267–272. doi:10.1037/h0046669.
-
(1960)
Journal of Education and Psychology
, vol.51
, pp. 267-272
-
-
Ausubel, D.P.1
-
10
-
-
0000668723
-
On the cognitive benefits of teaching
-
Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Education and Psychology, 72(5), 593–604. doi:10.1037/0022-0663.72.5.593.
-
(1980)
Journal of Education and Psychology
, vol.72
, Issue.5
, pp. 593-604
-
-
Bargh, J.A.1
Schul, Y.2
-
11
-
-
41549109070
-
Grounded cognition
-
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. doi:10.1146/annurev.psych.59.103006.093639.
-
(2008)
Annual Review of Psychology
, vol.59
, pp. 617-645
-
-
Barsalou, L.W.1
-
13
-
-
84977200251
-
The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension
-
Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension. Journal of Reading Behavior, 16(4), 297–306.
-
(1984)
Journal of Reading Behavior
, vol.16
, Issue.4
, pp. 297-306
-
-
Bean, T.W.1
Steenwyk, F.L.2
-
14
-
-
17044420783
-
Learning by teaching: a new paradigm for educational software
-
Biswas, G., Leelawong, K., Schwartz, D., & Vye, N. (2005). Learning by teaching: a new paradigm for educational software. Applied Artificial Intelligence, 19(3–4), 363–392. doi:10.1080/08839510590910200.
-
(2005)
Applied Artificial Intelligence
, vol.19
, Issue.3-4
, pp. 363-392
-
-
Biswas, G.1
Leelawong, K.2
Schwartz, D.3
Vye, N.4
-
15
-
-
77957736734
-
Does an activity-based learning strategy improve preschool children’s memory for narrative passages?
-
Biazak, J. E., Marley, S. C., & Levin, J. R. (2010). Does an activity-based learning strategy improve preschool children’s memory for narrative passages? Early Childhood Research Quarterly, 25, 515–526. doi:10.1016/j.ecresq.2010.03.006.
-
(2010)
Early Childhood Research Quarterly
, vol.25
, pp. 515-526
-
-
Biazak, J.E.1
Marley, S.C.2
Levin, J.R.3
-
16
-
-
33847362660
-
Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention
-
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x.
-
(2007)
Child Development
, vol.78
, pp. 246-263
-
-
Blackwell, L.S.1
Trzesniewski, K.H.2
Dweck, C.S.3
-
17
-
-
49649157880
-
The abstraction of linguistic ideas
-
Bransford, J. D., & Franks, J. J. (1971). The abstraction of linguistic ideas. Cognitive Psychology, 2, 331–350. doi:10.1016/0010-0285(71)90019-3.
-
(1971)
Cognitive Psychology
, vol.2
, pp. 331-350
-
-
Bransford, J.D.1
Franks, J.J.2
-
19
-
-
77956538431
-
Repeated testing produces superior transfer of learning to repeated studying
-
Butler, A. C. (2010). Repeated testing produces superior transfer of learning to repeated studying. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36(5), 1118–1133. doi:10.1037/a0019902.
-
(2010)
Journal of Experimental Psychology. Learning, Memory, and Cognition
, vol.36
, Issue.5
, pp. 1118-1133
-
-
Butler, A.C.1
-
20
-
-
84881107558
-
A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives
-
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Education and Psychology, 105(2), 380–400. doi:10.1037/a0031084.
-
(2013)
Journal of Education and Psychology
, vol.105
, Issue.2
, pp. 380-400
-
-
Carbonneau, K.J.1
Marley, S.C.2
Selig, J.P.3
-
21
-
-
84866995458
-
Testing enhances the transfer of learning
-
Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21(5), 279–283. doi:10.1177/0963721412452728.
-
(2012)
Current Directions in Psychological Science
, vol.21
, Issue.5
, pp. 279-283
-
-
Carpenter, S.K.1
-
22
-
-
0002929633
-
Self-explaining expository texts: the dual processes of generating inferences and repairing mental models
-
Glaser R, (ed), Lawrence Erlbaum Associates, Mahwah, NJ
-
Chi, M. T. H. (2000). Self-explaining expository texts: the dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in Instructional Psychology (pp. 161–238). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2000)
Advances in Instructional Psychology
, pp. 161-238
-
-
Chi, M.T.H.1
-
23
-
-
70350717339
-
Active-constructive-interactive: a conceptual framework for differentiating learning activities
-
Chi, M. T. H. (2009). Active-constructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105. doi:10.1111/j.1756-8765.2008.01005.x.
-
(2009)
Topics in Cognitive Science
, vol.1
, pp. 73-105
-
-
Chi, M.T.H.1
-
24
-
-
84918546411
-
The ICAP framework: linking cognitive engagement to active learning outcomes
-
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. doi:10.1080/00461520.2014.965823.
-
(2014)
Educational Psychologist
, vol.49
, Issue.4
, pp. 219-243
-
-
Chi, M.T.H.1
Wylie, R.2
-
25
-
-
0040577762
-
Self-explanations: how students study and use examples in learning to solve problems
-
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science, 18, 439–477. doi:10.1207/s15516709cog1302_1.
-
(1989)
Cognitive Science
, vol.18
, pp. 439-477
-
-
Chi, M.T.H.1
Bassok, M.2
Lewis, M.3
Reimann, P.4
Glaser, R.5
-
26
-
-
43949150689
-
Eliciting self-explanations improves understanding
-
Chi, M. T. H., de Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
-
(1994)
Cognitive Science
, vol.18
, pp. 439-477
-
-
Chi, M.T.H.1
de Leeuw, N.2
Chiu, M.3
LaVancher, C.4
-
27
-
-
3142729909
-
The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language
-
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248–263. doi:10.1016/j.cedpsych.2003.09.001.
-
(2004)
Contemporary Educational Psychology
, vol.29
, pp. 248-263
-
-
Chularut, P.1
DeBacker, T.K.2
-
28
-
-
0031536462
-
The effect of instructional explanations on learning from scientific texts
-
Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997). The effect of instructional explanations on learning from scientific texts. Journal of the Learning Sciences, 6(4), 347–365. doi:10.1207/s15327809jls0604_1.
-
(1997)
Journal of the Learning Sciences
, vol.6
, Issue.4
, pp. 347-365
-
-
Coleman, E.B.1
Brown, A.L.2
Rivkin, I.D.3
-
29
-
-
0001230744
-
Teaching students about the structure of scientific text
-
Cook, L. K., & Mayer, R. E. (1988). Teaching students about the structure of scientific text. Journal of Education and Psychology, 80(4), 448–456. doi:10.1037/0022-0663.80.4.448.
-
(1988)
Journal of Education and Psychology
, vol.80
, Issue.4
, pp. 448-456
-
-
Cook, L.K.1
Mayer, R.E.2
-
30
-
-
37249041941
-
Gesturing makes learning last
-
Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047–1058. doi:10.1016/j.cognition.2007.04.010.
-
(2008)
Cognition
, vol.106
, pp. 1047-1058
-
-
Cook, S.W.1
Mitchell, Z.2
Goldin-Meadow, S.3
-
31
-
-
85047681870
-
Learning by imagining
-
Cooper, G., Tindall-Ford, S., Chandler, P., & Swller, J. (2001). Learning by imagining. Journal of Experimental Psychology. Applied, 7, 68–82. doi:10.1037/1076-898X.7.1.68.
-
(2001)
Journal of Experimental Psychology. Applied
, vol.7
, pp. 68-82
-
-
Cooper, G.1
Tindall-Ford, S.2
Chandler, P.3
Swller, J.4
-
32
-
-
33846607347
-
Acquisition of troubleshooting skills in a computer simulation: worked example vs. conventional problem solving instructional strategies
-
Darabi, A. A., Nelson, D. W., & Palanki, S. (2007). Acquisition of troubleshooting skills in a computer simulation: worked example vs. conventional problem solving instructional strategies. Computers in Human Behavior, 23, 1809–1819. doi:10.1016/j.chb.2005.11.001.
-
(2007)
Computers in Human Behavior
, vol.23
, pp. 1809-1819
-
-
Darabi, A.A.1
Nelson, D.W.2
Palanki, S.3
-
33
-
-
79953038080
-
Improved effectiveness of cueing by self-explanations when learning from a complex animation
-
De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25, 183–194. doi:10.1002/acp.1661.
-
(2011)
Applied Cognitive Psychology
, vol.25
, pp. 183-194
-
-
De Koning, B.B.1
Tabbers, H.K.2
Rikers, R.M.J.P.3
Paas, F.4
-
34
-
-
84953452292
-
Learning strategies
-
O’Neil HF, (ed), Information Age Publishing, Greenwich, CT
-
Dembo, M. H., & Junge, L. G. (2005). Learning strategies. In H. F. O’Neil (Ed.), What works in distance learning: guidelines (pp. 25–40). Greenwich, CT: Information Age Publishing.
-
(2005)
What works in distance learning: guidelines
, pp. 25-40
-
-
Dembo, M.H.1
Junge, L.G.2
-
35
-
-
0000499790
-
Generative processes in reading comprehension
-
Doctorow, M., Wittrock, M. C., & Marks, C. (1978). Generative processes in reading comprehension. Journal of Education and Psychology, 70(2), 109–118. doi:10.1037/0022-0663.70.2.109.
-
(1978)
Journal of Education and Psychology
, vol.70
, Issue.2
, pp. 109-118
-
-
Doctorow, M.1
Wittrock, M.C.2
Marks, C.3
-
36
-
-
34547737530
-
Metacomprehension: a brief history and how to improve its accuracy
-
Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: a brief history and how to improve its accuracy. Current Directions in Psychological Science, 16(4), 228–232. doi:10.1111/j.1467-8721.2007.00509.x.
-
(2007)
Current Directions in Psychological Science
, vol.16
, Issue.4
, pp. 228-232
-
-
Dunlosky, J.1
Lipko, A.R.2
-
37
-
-
84878359087
-
Improving students’ learning with effective learning techniques: promising direction from cognitive and educational psychology
-
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: promising direction from cognitive and educational psychology. Psychological Science and the Public Interest, 14, 4–58. doi:10.1177/1529100612453266.
-
(2013)
Psychological Science and the Public Interest
, vol.14
, pp. 4-58
-
-
Dunlosky, J.1
Rawson, K.A.2
Marsh, E.J.3
Nathan, M.J.4
Willingham, D.T.5
-
38
-
-
84880362629
-
The relative benefits of learning by teaching and teaching expectancy
-
Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281–288. doi:10.1016/j.cedpsych.2013.06.001.
-
(2013)
Contemporary Educational Psychology
, vol.38
, Issue.4
, pp. 281-288
-
-
Fiorella, L.1
Mayer, R.E.2
-
39
-
-
84893854005
-
Role of expectations and explanations in learning by teaching
-
Fiorella, L., & Mayer, R. E. (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, 39(2), 75–85. doi:10.1016/j.cedpsych.2014.01.001.
-
(2014)
Contemporary Educational Psychology
, vol.39
, Issue.2
, pp. 75-85
-
-
Fiorella, L.1
Mayer, R.E.2
-
41
-
-
84855916174
-
Instruction based on self-explanation
-
Mayer RE, Alexander PA, (eds), Routledge, New York, NY
-
Fonseca, B. A., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research in Learning and Instruction (pp. 296–319). New York, NY: Routledge.
-
(2011)
Handbook of Research in Learning and Instruction
, pp. 296-319
-
-
Fonseca, B.A.1
Chi, M.T.H.2
-
42
-
-
0346609800
-
Effects of strategy instruction on summary writing of college students
-
Friend, R. (2001). Effects of strategy instruction on summary writing of college students. Contemporary Educational Psychology, 26, 3–24. doi:10.1006/ceps.1999.1022.
-
(2001)
Contemporary Educational Psychology
, vol.26
, pp. 3-24
-
-
Friend, R.1
-
43
-
-
0035438182
-
Facilitating children’s proportional reasoning: a model of reasoning processes and effects of intervention on strategy change
-
Fujimura, N. (2001). Facilitating children’s proportional reasoning: a model of reasoning processes and effects of intervention on strategy change. Journal of Education and Psychology, 93(3), 589–603. doi:10.1037/0022-0663.93.3.589.
-
(2001)
Journal of Education and Psychology
, vol.93
, Issue.3
, pp. 589-603
-
-
Fujimura, N.1
-
44
-
-
84894322386
-
Concreteness fading in mathematics and science instruction: a systematic review
-
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: a systematic review. Educational Psychology Review, 1–17. http://dx.doi.org/10.1007/s10648-014-9249-3
-
(2014)
Educational Psychology Review
, pp. 1-17
-
-
Fyfe, E.R.1
McNeil, N.M.2
Son, J.Y.3
Goldstone, R.L.4
-
45
-
-
78650775003
-
Embodiment for education
-
Calvo P, Gomila T, (eds), Elsevier, Amsterdam, the Netherlands
-
Glenberg, A. M. (2008). Embodiment for education. In P. Calvo & T. Gomila (Eds.), Handbook of cognitive science: an embodied approach (pp. 355–372). Amsterdam, the Netherlands: Elsevier.
-
(2008)
Handbook of cognitive science: an embodied approach
, pp. 355-372
-
-
Glenberg, A.M.1
-
46
-
-
78650781065
-
Improving early reading comprehension using embodied CAI
-
Glenberg, A. M., Goldberg, A. B., & Zhu, X. (2011). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27–39. doi:10.1007/s11251-009-9096-7.
-
(2011)
Instructional Science
, vol.39
, pp. 27-39
-
-
Glenberg, A.M.1
Goldberg, A.B.2
Zhu, X.3
-
47
-
-
4544347158
-
Activity and imagined activity can enhance young children’s reading comprehension
-
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Education and Psychology, 96(3), 424–436. doi:10.1037/0022-0663.96.3.424.
-
(2004)
Journal of Education and Psychology
, vol.96
, Issue.3
, pp. 424-436
-
-
Glenberg, A.M.1
Gutierrez, T.2
Levin, J.R.3
Japuntich, S.4
Kaschak, M.P.5
-
48
-
-
0037389402
-
When imagining information is effective
-
Ginns, P., Chandler, P., & Sweller, J. (2003). When imagining information is effective. Contemporary Educational Psychology, 28, 229–251. doi:10.1016/S0361-476X(02)00016-4.
-
(2003)
Contemporary Educational Psychology
, vol.28
, pp. 229-251
-
-
Ginns, P.1
Chandler, P.2
Sweller, J.3
-
49
-
-
0008639119
-
Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics
-
Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36, 39–53. doi:10.1002/(SICI)1098-2736(199901)36:1.
-
(1999)
Journal of Research in Science Teaching
, vol.36
, pp. 39-53
-
-
Gobert, J.D.1
Clement, J.J.2
-
50
-
-
84872449176
-
Gesture’s role in speaking, learning, and creating language
-
Goldin-Meadow, S., & Alibali, M. W. (2013). Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257–283. doi:10.1146/annurev-psych-113011-143802.
-
(2013)
Annual Review of Psychology
, vol.64
, pp. 257-283
-
-
Goldin-Meadow, S.1
Alibali, M.W.2
-
51
-
-
62349108992
-
Gesturing gives children new ideas about math
-
Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272. doi:10.1111/j.1467-9280.2009.02297.x.
-
(2009)
Psychological Science
, vol.20
, Issue.3
, pp. 267-272
-
-
Goldin-Meadow, S.1
Cook, S.W.2
Mitchell, Z.A.3
-
52
-
-
23744437202
-
Generative learning contributions to the design of instruction and learning
-
Jonassen DH, (ed), Lawrence Erlbaum Associates, Mahwah, NJ
-
Grabowski, B. L. (2004). Generative learning contributions to the design of instruction and learning. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 719–743). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2004)
Handbook of research on educational communications and technology
, pp. 719-743
-
-
Grabowski, B.L.1
-
54
-
-
59049085514
-
Learning how to use a computer-based concept-mapping tool: self-explaining examples helps
-
Hilbert, T. S., & Renkl, A. (2009). Learning how to use a computer-based concept-mapping tool: self-explaining examples helps. Computers in Human Behavior, 25, 267–274. doi:10.1016/j.chb.2008.12.006.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 267-274
-
-
Hilbert, T.S.1
Renkl, A.2
-
56
-
-
0001414593
-
Evaluation of a hierarchical mapping technique as an aid to prose processing
-
Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a hierarchical mapping technique as an aid to prose processing. Contemporary Educational Psychology, 4, 227–237. doi:10.1016/0361-476X(79)90043-2.
-
(1979)
Contemporary Educational Psychology
, vol.4
, pp. 227-237
-
-
Holley, C.D.1
Dansereau, D.F.2
McDonald, B.A.3
Garland, J.C.4
Collins, K.W.5
-
57
-
-
84901204022
-
Effects of creating video-based modeling examples on learning and transfer
-
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2014). Effects of creating video-based modeling examples on learning and transfer. Learning and Instruction, 33, 108–119. doi:10.1016/j.learninstruc.2014.04.005.
-
(2014)
Learning and Instruction
, vol.33
, pp. 108-119
-
-
Hoogerheide, V.1
Loyens, S.M.M.2
van Gog, T.3
-
58
-
-
84943390999
-
The enactive roots of STEM: rethinking educational design in mathematics
-
Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (2015). The enactive roots of STEM: rethinking educational design in mathematics. Educational Psychology Review, 27(3), 371–389.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.3
, pp. 371-389
-
-
Hutto, D.D.1
Kirchhoff, M.D.2
Abrahamson, D.3
-
59
-
-
84897024603
-
SOAR versus SQ3R: a test of two study systems
-
Jairam, D., Kiewra, K. A., Rogers-Kasson, S., Patterson-Hazley, M., & Marxhausen, K. (2014). SOAR versus SQ3R: a test of two study systems. Instructional Science, 42, 409–420.
-
(2014)
Instructional Science
, vol.42
, pp. 409-420
-
-
Jairam, D.1
Kiewra, K.A.2
Rogers-Kasson, S.3
Patterson-Hazley, M.4
Marxhausen, K.5
-
60
-
-
67949096058
-
A testing effect with multimedia learning
-
Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Education and Psychology, 101(3), 621–629. doi:10.1037/a0015183.
-
(2009)
Journal of Education and Psychology
, vol.101
, Issue.3
, pp. 621-629
-
-
Johnson, C.I.1
Mayer, R.E.2
-
61
-
-
77956181831
-
Applying the self-explanation principle to multimedia learning in a computer-based game-like environment
-
Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26, 1246–1252. doi:10.1016/j.chb.2010.03.025.
-
(2010)
Computers in Human Behavior
, vol.26
, pp. 1246-1252
-
-
Johnson, C.I.1
Mayer, R.E.2
-
62
-
-
84929330958
-
The multiple effects of combined tools in computer-based learning environments
-
Juarez Collazo, N. A., Elen, J., & Clarebout, C. (2015). The multiple effects of combined tools in computer-based learning environments. Computers in Human Behavior, 51A, 82–95. doi:10.1016/j.chb.2015.04.050.
-
(2015)
Computers in Human Behavior
, vol.51A
, pp. 82-95
-
-
Juarez Collazo, N.A.1
Elen, J.2
Clarebout, C.3
-
63
-
-
34347371769
-
Test format and corrective feedback modify the effect of testing on long-term retention
-
Kang, S. H. K., McDermott, K. B., & Roediger, H. L., III. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558. doi:10.1080/09541440601056620.
-
(2007)
European Journal of Cognitive Psychology
, vol.19
, Issue.4-5
, pp. 528-558
-
-
Kang, S.H.K.1
McDermott, K.B.2
Roediger, H.L.3
-
64
-
-
84861999903
-
Retrieval-based learning: active retrieval promotes meaningful learning
-
Karpicke, J. D. (2012). Retrieval-based learning: active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21(3), 157–163. doi:10.1177/0963721412443552.
-
(2012)
Current Directions in Psychological Science
, vol.21
, Issue.3
, pp. 157-163
-
-
Karpicke, J.D.1
-
65
-
-
84929835248
-
The testing effect is alive and well with complex materials
-
Karpicke, J. D., & Aue, W. R. (2015). The testing effect is alive and well with complex materials. Educational Psychology Review, 27(2), 317–326. doi:10.1007/s10648-015-9309-3.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.2
, pp. 317-326
-
-
Karpicke, J.D.1
Aue, W.R.2
-
66
-
-
84865439769
-
Retrieval-based learning: a perspective for enhancing meaningful learning
-
Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: a perspective for enhancing meaningful learning. Educational Psychology Review, 24(3), 401–418. doi:10.1007/s10648-012-9202-2.
-
(2012)
Educational Psychology Review
, vol.24
, Issue.3
, pp. 401-418
-
-
Karpicke, J.D.1
Grimaldi, P.J.2
-
67
-
-
85027953923
-
Retrieval-based learning: the need for guided retrieval in elementary school children
-
Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: the need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3(3), 198–206. doi:10.1016/j.jarmac.2014.07.008.
-
(2014)
Journal of Applied Research in Memory and Cognition
, vol.3
, Issue.3
, pp. 198-206
-
-
Karpicke, J.D.1
Blunt, J.R.2
Smith, M.A.3
Karpicke, S.S.4
-
68
-
-
68049131394
-
Metacognitive strategies in student learning: do students practice retrieval when they study on their own?
-
Karpicke, J. D., Butler, A. C., & Roediger, H. L. I. I. I. (2009). Metacognitive strategies in student learning: do students practice retrieval when they study on their own? Memory, 17(4), 471–479. doi:10.1080/09658210802647009.
-
(2009)
Memory
, vol.17
, Issue.4
, pp. 471-479
-
-
Karpicke, J.D.1
Butler, A.C.2
Roediger, H.L.I.I.I.3
-
69
-
-
0004113983
-
-
Columbia University Press, New York, NY
-
Katona, G. (1940). Organizing and memorizing. New York, NY: Columbia University Press.
-
(1940)
Organizing and memorizing
-
-
Katona, G.1
-
71
-
-
84977199839
-
Students’ self-questioning and summarizing as reading study strategies
-
King, J. R., Biggs, S., & Lipsky, S. (1984). Students’ self-questioning and summarizing as reading study strategies. Journal of Reading Behavior, 16(3), 205–218.
-
(1984)
Journal of Reading Behavior
, vol.16
, Issue.3
, pp. 205-218
-
-
King, J.R.1
Biggs, S.2
Lipsky, S.3
-
72
-
-
21344496393
-
Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain
-
King, A. (1994). Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338–368. doi:10.3102/00028312031002338.
-
(1994)
American Educational Research Journal
, vol.31
, Issue.2
, pp. 338-368
-
-
King, A.1
-
73
-
-
0004113195
-
-
Cambridge University Press, New York
-
Kintsch, W. (1998). Comprehension. New York: Cambridge University Press.
-
(1998)
Comprehension
-
-
Kintsch, W.1
-
74
-
-
0343167386
-
Toward a model of text comprehension and production
-
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394. doi:10.1037/0033-295X.85.5.363.
-
(1978)
Psychological Review
, vol.85
, pp. 363-394
-
-
Kintsch, W.1
van Dijk, T.A.2
-
75
-
-
84930509686
-
Physical experience enhances science learning
-
Kontra, C., Lyons, D. J., Fischer, S. M., & Beilock, S. L. (2015). Physical experience enhances science learning. Psychological Science, 26(6), 737–749. doi:10.1177/0956797615569355.
-
(2015)
Psychological Science
, vol.26
, Issue.6
, pp. 737-749
-
-
Kontra, C.1
Lyons, D.J.2
Fischer, S.M.3
Beilock, S.L.4
-
76
-
-
84872955838
-
Changing how students process and comprehend texts with computer-based self-explanation training
-
Kurby, C. A., Magliano, J. P., Dandotkar, S., Woehrle, J., Gilliam, S., & McNamara, D. S. (2012). Changing how students process and comprehend texts with computer-based self-explanation training. Journal of Educational Computing Research, 4(4), 429–459. doi:10.2190/EC.47.4.e.
-
(2012)
Journal of Educational Computing Research
, vol.4
, Issue.4
, pp. 429-459
-
-
Kurby, C.A.1
Magliano, J.P.2
Dandotkar, S.3
Woehrle, J.4
Gilliam, S.5
McNamara, D.S.6
-
77
-
-
30644472618
-
Interactions among the imagination, expertise reversal, and element interactivity effects
-
Leahy, W., & Sweller, J. (2005). Interactions among the imagination, expertise reversal, and element interactivity effects. Journal of Experimental Psychology, 11, 266––276. doi:10.1037/1076-898X.11.4.266.
-
(2005)
Journal of Experimental Psychology
, vol.11
, pp. 266-276
-
-
Leahy, W.1
Sweller, J.2
-
78
-
-
41449109982
-
The imagination effect increases with an increased intrinsic cognitive load
-
Leahy, W., & Sweller, J. (2008). The imagination effect increases with an increased intrinsic cognitive load. Applied Cognitive Psychology, 22, 273–283. doi:10.1002/acp.1373.
-
(2008)
Applied Cognitive Psychology
, vol.22
, pp. 273-283
-
-
Leahy, W.1
Sweller, J.2
-
79
-
-
84929843010
-
-
High element interactivity information during problem solving may lead to failure to obtain the testing effect, Educational Psychology Review
-
Leahy, W., Hanham, J., & Sweller, J. (2015). High element interactivity information during problem solving may lead to failure to obtain the testing effect. Educational Psychology Review. doi:10.1007/s10648-015-9296-4.
-
(2015)
& Sweller, J
-
-
Leahy, W.1
Hanham, J.2
-
80
-
-
82455162424
-
Science text comprehension: drawing, main idea selection, and summarizing as learning strategies
-
Leopold, C., & Leutner, D. (2012). Science text comprehension: drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 27, 40–49. doi:10.1016/j.learninstruc.2011.05.005.
-
(2012)
Learning and Instruction
, vol.27
, pp. 40-49
-
-
Leopold, C.1
Leutner, D.2
-
81
-
-
84925680541
-
An imagination effect in learning from scientific text
-
Leopold, C., & Mayer, R. E. (2015). An imagination effect in learning from scientific text. Journal of Education and Psychology, 107, 47–63. doi:10.1037/a0037142.
-
(2015)
Journal of Education and Psychology
, vol.107
, pp. 47-63
-
-
Leopold, C.1
Mayer, R.E.2
-
82
-
-
59049092098
-
Cognitive load and science text comprehension: effects of drawing and mental imagining text content
-
Leutner, D., Leopold, C., & Sumfleth, E. (2009). Cognitive load and science text comprehension: effects of drawing and mental imagining text content. Computers in Human Behavior, 25, 284–289. doi:10.1016/j.chb.2008.12.010.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 284-289
-
-
Leutner, D.1
Leopold, C.2
Sumfleth, E.3
-
83
-
-
84925647035
-
The drawing principle in multimedia learning
-
Mayer RE, (ed), Cambridge University Press, New York
-
Leutner, D., & Schmeck, A. (2014). The drawing principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (Second Editionth ed., pp. 433–448). New York: Cambridge University Press. doi:10.1017/CBO9781139547369.
-
(2014)
The Cambridge handbook of multimedia learning
, pp. 433-448
-
-
Leutner, D.1
Schmeck, A.2
-
84
-
-
0000476033
-
Calibration of comprehension: research and implications for education and instruction
-
Lin, L., & Zabrucky, K. M. (1998). Calibration of comprehension: research and implications for education and instruction. Contemporary Educational Psychology, 23(4), 345–391. doi:10.1006/ceps.1998.0972.
-
(1998)
Contemporary Educational Psychology
, vol.23
, Issue.4
, pp. 345-391
-
-
Lin, L.1
Zabrucky, K.M.2
-
85
-
-
84938927759
-
Metamemory monitoring and control following retrieval practice for text
-
Little, J. L., & McDaniel, M. A. (2015). Metamemory monitoring and control following retrieval practice for text. Memory & Cognition, 43(1), 85–98. doi:10.3758/s13421-014-0453-7.
-
(2015)
Memory & Cognition
, vol.43
, Issue.1
, pp. 85-98
-
-
Little, J.L.1
McDaniel, M.A.2
-
86
-
-
84894345052
-
Future directions for theory and research with instructional manipulatives: commentary on the special issue papers
-
Marley, S. C., & Carbonneau, K. J. (2014). Future directions for theory and research with instructional manipulatives: commentary on the special issue papers. Educational Psychology Review, 26(1), 91–100. doi:10.1007/s10648-014-9259-1.
-
(2014)
Educational Psychology Review
, vol.26
, Issue.1
, pp. 91-100
-
-
Marley, S.C.1
Carbonneau, K.J.2
-
87
-
-
77950244253
-
What cognitive benefits does an activity-based reading strategy afford young Native American readers?
-
Marley, S. C., Levin, J. R., & Glenberg, A. M. (2010). What cognitive benefits does an activity-based reading strategy afford young Native American readers? Journal of Experimental Education, 78(3), 395–417. doi:10.1080/00220970903548061.
-
(2010)
Journal of Experimental Education
, vol.78
, Issue.3
, pp. 395-417
-
-
Marley, S.C.1
Levin, J.R.2
Glenberg, A.M.3
-
88
-
-
77951037669
-
Improving children’s listening comprehension with a manipulation strategy
-
Marley, S. C., & Szabo, Z. (2010). Improving children’s listening comprehension with a manipulation strategy. Journal of Educational Research, 103(4), 227–238. doi:10.1080/00220670903383036.
-
(2010)
Journal of Educational Research
, vol.103
, Issue.4
, pp. 227-238
-
-
Marley, S.C.1
Szabo, Z.2
-
89
-
-
0003781450
-
-
Cambridge University Press, New York
-
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
-
(2009)
Multimedia learning
-
-
Mayer, R.E.1
-
90
-
-
84922988228
-
Cognitive theory of multimedia learning
-
Mayer RE, (ed), Cambridge University Press, New York
-
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (Second Editionth ed., pp. 43–71). New York: Cambridge University Press. doi:10.1017/CBO9781139547369.
-
(2014)
The Cambridge handbook of multimedia learning
, pp. 43-71
-
-
Mayer, R.E.1
-
91
-
-
77951111411
-
Adding instructional features that promote learning in a game-like environment
-
Mayer, R. E., & Johnson, C. I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42(3), 241–265. doi:10.2190/EC.42.3.a.
-
(2010)
Journal of Educational Computing Research
, vol.42
, Issue.3
, pp. 241-265
-
-
Mayer, R.E.1
Johnson, C.I.2
-
92
-
-
0002541086
-
Problem solving and transfer
-
Berliner D, Calfee R, (eds), Macmillan, New York, NY
-
Mayer, R. E., & Wittrock, M. C. (1996). Problem solving and transfer. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 45–61). New York, NY: Macmillan.
-
(1996)
Handbook of educational psychology
, pp. 45-61
-
-
Mayer, R.E.1
Wittrock, M.C.2
-
93
-
-
55749114490
-
Problem solving
-
Alexander P, Winne P, Phye G, (eds), Erlbaum, Mahwah, NJ
-
Mayer, R. E., & Wittrock, M. C. (2006). Problem solving. In P. Alexander, P. Winne, & G. Phye (Eds.), Handbook of educational psychology (pp. 287–303). Mahwah, NJ: Erlbaum.
-
(2006)
Handbook of educational psychology
, pp. 287-303
-
-
Mayer, R.E.1
Wittrock, M.C.2
-
94
-
-
34347371979
-
Testing the testing effect in the classroom
-
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4–5), 494–513. doi:10.1080/09541440701326154.
-
(2007)
European Journal of Cognitive Psychology
, vol.19
, Issue.4-5
, pp. 494-513
-
-
McDaniel, M.A.1
Anderson, J.L.2
Derbish, M.H.3
Morrisette, N.4
-
95
-
-
84858294133
-
Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study
-
McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study. Journal of Applied Research in Memory and Cognition, 1, 18–26. doi:10.1016/j.jarmac.2011.10.001.
-
(2012)
Journal of Applied Research in Memory and Cognition
, vol.1
, pp. 18-26
-
-
McDaniel, M.A.1
Wildman, K.M.2
Anderson, J.L.3
-
96
-
-
84865597372
-
Concreteness fading” promotes transfer of mathematical knowledge
-
McNeil, N. M., & Fyfe, E. R. (2012). “Concreteness fading” promotes transfer of mathematical knowledge. Learning and Instruction, 22, 440–448. doi:10.1016/j.learninstruc.2012.05.001.
-
(2012)
Learning and Instruction
, vol.22
, pp. 440-448
-
-
McNeil, N.M.1
Fyfe, E.R.2
-
98
-
-
84939864679
-
-
Fostering self-regulatory processes and achievement during complex mathematics problem solving, Journal of Educational Psychology
-
Muis, K. R., Psaradellis, C., Chevrier, M., Leo, I. D., & Lajoie, S. P. (2015a). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology. doi:10.1037/edu0000071.
-
(2015)
Learning by preparing to teach
-
-
Muis, K.R.1
Psaradellis, C.2
Chevrier, M.3
Leo, I.D.4
Lajoie, S.P.5
-
99
-
-
84936854720
-
The role of epistemic emotions in mathematics problem solving
-
Muis, K. R., Psaradellis, C., Lajoie, S. P., Leo, I. D., & Chevrier, M. (2015b). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172–185.
-
(2015)
Contemporary Educational Psychology
, vol.42
, pp. 172-185
-
-
Muis, K.R.1
Psaradellis, C.2
Lajoie, S.P.3
Leo, I.D.4
Chevrier, M.5
-
100
-
-
33749583891
-
Learning with concept and knowledge maps: a meta-analysis
-
Nesbit, J. C., & Adelsope, O. O. (2006). Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research, 76, 413–448. doi:10.3102/00346543076003413.
-
(2006)
Review of Educational Research
, vol.76
, pp. 413-448
-
-
Nesbit, J.C.1
Adelsope, O.O.2
-
101
-
-
0007259228
-
Comprehension strategies at the college level
-
Flippo RF, Caverly DC, (eds), Erlbaum, Mahwah, NJ
-
Nist, S. L., & Holschuh, J. L. (2000). Comprehension strategies at the college level. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 75–104). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of college reading and study strategy research
, pp. 75-104
-
-
Nist, S.L.1
Holschuh, J.L.2
-
103
-
-
84943349968
-
Learning from gesture: how our hands change our minds
-
Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture: how our hands change our minds. Educational Psychology Review, 27(3), 405–412. doi:10.1007/s10648-015-9325-3.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.3
, pp. 405-412
-
-
Novack, M.1
Goldin-Meadow, S.2
-
104
-
-
84856734061
-
An evolutionary upgrade of cognitive load theory: using the human motor system and collaboration to support the learning of complex cognitive tasks
-
Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24, 27–45. doi:10.1007/s10648-011-9179-2.
-
(2012)
Educational Psychology Review
, vol.24
, pp. 27-45
-
-
Paas, F.1
Sweller, J.2
-
105
-
-
84929259663
-
Mind-set interventions are a scalable treatment for academic underachievement
-
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. doi:10.1177/0956797615571017.
-
(2015)
Psychological Science
, vol.26
, Issue.6
, pp. 784-793
-
-
Paunesku, D.1
Walton, G.M.2
Romero, C.3
Smith, E.N.4
Yeager, D.S.5
Dweck, C.S.6
-
107
-
-
84883367591
-
Qualitatively different cognitive processing during online reading primed by different study activities
-
Ponce, H. R., & Mayer, R. E. (2014). Qualitatively different cognitive processing during online reading primed by different study activities. Computers in Human Behavior, 30, 121–130. doi:10.1016/j.chb.2013.07.054.
-
(2014)
Computers in Human Behavior
, vol.30
, pp. 121-130
-
-
Ponce, H.R.1
Mayer, R.E.2
-
108
-
-
84894301646
-
An embedded and embodied cognition review of instructional manipuluatives
-
Pouw, W. T. J. L., van Gog, T., & Paas, F. (2014). An embedded and embodied cognition review of instructional manipuluatives. Educational Psychology Review, 26(1), 51–72. doi:10.1007/s10648-014-9255-5.
-
(2014)
Educational Psychology Review
, vol.26
, Issue.1
, pp. 51-72
-
-
Pouw, W.T.J.L.1
van Gog, T.2
Paas, F.3
-
109
-
-
84963428932
-
Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
-
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175. doi:10.1207/s1532690xci0102_1.
-
(1984)
Cognition and Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.S.1
Brown, A.L.2
-
110
-
-
0001996134
-
Generative effects of note-taking during science lectures
-
Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of Education and Psychology, 78(1), 34–38. doi:10.1037/0022-0663.78.1.34.
-
(1986)
Journal of Education and Psychology
, vol.78
, Issue.1
, pp. 34-38
-
-
Peper, R.J.1
Mayer, R.E.2
-
111
-
-
0040283937
-
Reading comprehension strategies
-
Pressley M, Woloshyn V, (eds), Brookline, Cambridge, MA
-
Pressley, M., Symons, S., McGoldrick, J. A., & Snyder, B. L. (1995). Reading comprehension strategies. In M. Pressley & V. Woloshyn (Eds.), Cognitive strategy instruction that really improves children’s academic performance (pp. 57–100). Cambridge, MA: Brookline.
-
(1995)
Cognitive strategy instruction that really improves children’s academic performance
, pp. 57-100
-
-
Pressley, M.1
Symons, S.2
McGoldrick, J.A.3
Snyder, B.L.4
-
112
-
-
84929839811
-
The status of the testing effect for complex materials: still a winner
-
Rawson, K. A. (2015). The status of the testing effect for complex materials: still a winner. Educational Psychology Review, 27(2), 327–331. doi:10.1007/s10648-015-9308-4.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.2
, pp. 327-331
-
-
Rawson, K.A.1
-
114
-
-
84941931803
-
The worked examples principle in multimedia learning
-
Mayer RE, (ed), Cambridge University Press, New York
-
Renkl, A. (2014). The worked examples principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (Second editionth ed., pp. 391–412). New York: Cambridge University Press. doi:10.1017/CBO9781139547369.
-
(2014)
Cambridge handbook of multimedia learning
, pp. 391-412
-
-
Renkl, A.1
-
115
-
-
0002089226
-
Learning from worked-out examples: the effects of example variability and elicited self-explanations
-
Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: the effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90–108. doi:10.1006/ceps.1997.0959.
-
(1998)
Contemporary Educational Psychology
, vol.23
, pp. 90-108
-
-
Renkl, A.1
Stark, R.2
Gruber, H.3
Mandl, H.4
-
116
-
-
33644745114
-
Test-enhanced learning: taking memory tests improves long-term retention
-
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17, 249–255. doi:10.1111/j.1467-9280.2006.01693.x.
-
(2006)
Psychological Science
, vol.17
, pp. 249-255
-
-
Roediger, H.L.1
Karpicke, J.D.2
-
117
-
-
84897023022
-
Self-monitoring and knowledge-building in learning by teaching
-
Roscoe, R. D. (2014). Self-monitoring and knowledge-building in learning by teaching. Instructional Science, 42, 327–351. doi:10.1007/s11251-013-9283-4.
-
(2014)
Instructional Science
, vol.42
, pp. 327-351
-
-
Roscoe, R.D.1
-
118
-
-
37049021371
-
Understanding tutor learning: knowledge-building and knowledge-telling in peer tutors’ explanations and questions
-
Roscoe, R. D., & Chi, M. T. H. (2007). Understanding tutor learning: knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77(4), 534–574. doi:10.3102/0034654307309920.
-
(2007)
Review of Educational Research
, vol.77
, Issue.4
, pp. 534-574
-
-
Roscoe, R.D.1
Chi, M.T.H.2
-
119
-
-
44449098259
-
Tutor learning: the role of explaining and responding to questions
-
Roscoe, R. D., & Chi, M. T. H. (2008). Tutor learning: the role of explaining and responding to questions. Instructional Science, 36(4), 321–350. doi:10.1007/s11251-007-9034-5.
-
(2008)
Instructional Science
, vol.36
, Issue.4
, pp. 321-350
-
-
Roscoe, R.D.1
Chi, M.T.H.2
-
120
-
-
4243100636
-
Oral summary as a review strategy for enhancing recall of textual material
-
Ross, S. M., & Kirby, F. J. (1976). Oral summary as a review strategy for enhancing recall of textual material. Journal of Education and Psychology, 68(6), 686–695. doi:10.1037/0022-0663.68.6.689.
-
(1976)
Journal of Education and Psychology
, vol.68
, Issue.6
, pp. 686-695
-
-
Ross, S.M.1
Kirby, F.J.2
-
121
-
-
84923366066
-
The effect of testing versus restudy on retention: a meta-analytic review of the testing effect
-
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. doi:10.1037/a0037559.
-
(2014)
Psychological Bulletin
, vol.140
, Issue.6
, pp. 1432-1463
-
-
Rowland, C.A.1
-
122
-
-
78649702399
-
Drawing as a generative activity and drawing as a prognostic activity
-
Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (2010). Drawing as a generative activity and drawing as a prognostic activity. Journal of Education and Psychology, 102, 872–879. doi:10.1037/a0019640.
-
(2010)
Journal of Education and Psychology
, vol.102
, pp. 872-879
-
-
Schwamborn, A.1
Mayer, R.E.2
Thillmann, H.3
Leopold, C.4
Leutner, D.5
-
123
-
-
78650311513
-
The effects of learning strategy instruction on achievement, attitude, and achievement motivation in a physics course
-
Selcuk, G. S., Sahin, M., & Acikgoz, K. U. (2011). The effects of learning strategy instruction on achievement, attitude, and achievement motivation in a physics course. Research in Science Education, 41(1), 39–62. doi:10.1007/s11165-009-9145-x.
-
(2011)
Research in Science Education
, vol.41
, Issue.1
, pp. 39-62
-
-
Selcuk, G.S.1
Sahin, M.2
Acikgoz, K.U.3
-
124
-
-
84868250837
-
Modeling time-dependent association in longitudinal data: a lag as moderator approach
-
Selig, J. P., Preacher, K. J., & Little, T. D. (2012). Modeling time-dependent association in longitudinal data: a lag as moderator approach. Multivariate Behavioral Research, 47(5), 697–716. doi:10.1080/00273171.2012.715557.
-
(2012)
Multivariate Behavioral Research
, vol.47
, Issue.5
, pp. 697-716
-
-
Selig, J.P.1
Preacher, K.J.2
Little, T.D.3
-
126
-
-
84921774283
-
Strategy training eliminates sex differences in spatial problem solving in a STEM domain
-
Stieff, M., Dixon, B. L., Ryu, M., Kumi, B. C., & Hegarty, M. (2014). Strategy training eliminates sex differences in spatial problem solving in a STEM domain. Journal of Education and Psychology, 106(2), 390–402. doi:10.1037/a0034823.
-
(2014)
Journal of Education and Psychology
, vol.106
, Issue.2
, pp. 390-402
-
-
Stieff, M.1
Dixon, B.L.2
Ryu, M.3
Kumi, B.C.4
Hegarty, M.5
-
128
-
-
84936354167
-
The effects of text structure instruction on middle-grade students’ comprehension and production of expository text
-
Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students’ comprehension and production of expository text. Reading Research Quarterly, 19(2), 134–146. doi:10.2307/747358.
-
(1984)
Reading Research Quarterly
, vol.19
, Issue.2
, pp. 134-146
-
-
Taylor, B.M.1
Beach, R.W.2
-
129
-
-
0037387949
-
Summarizing can improve metacomprehension accuracy
-
Thiede, K. W., & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28(2), 129–160. doi:10.1016/S0361-476X(02)00011-5.
-
(2003)
Contemporary Educational Psychology
, vol.28
, Issue.2
, pp. 129-160
-
-
Thiede, K.W.1
Anderson, M.C.M.2
-
130
-
-
85047689386
-
Accuracy of metacognitive monitoring affects learning of texts
-
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Education and Psychology, 95(1), 66–73. doi:10.1037/0022-0663.95.1.66.
-
(2003)
Journal of Education and Psychology
, vol.95
, Issue.1
, pp. 66-73
-
-
Thiede, K.W.1
Anderson, M.C.M.2
Therriault, D.3
-
131
-
-
0038003586
-
Taking a hard look at concreteness: do concrete objects help young children learn symbolic relations?
-
Balter L, Tamis-LeMonde CS, (eds), Psychology Press, New York
-
Uttal, D. H., Liu, L. L., & DeLoache, J. S. (1999). Taking a hard look at concreteness: do concrete objects help young children learn symbolic relations? In L. Balter & C. S. Tamis-LeMonde (Eds.), Child psychology: a handbook of contemporary issues (pp. 177–192). New York: Psychology Press.
-
(1999)
Child psychology: a handbook of contemporary issues
, pp. 177-192
-
-
Uttal, D.H.1
Liu, L.L.2
DeLoache, J.S.3
-
132
-
-
84868325669
-
A test of the testing effect: acquiring problem-solving skills from worked examples
-
Van Gog, T., & Kester, L. (2012). A test of the testing effect: acquiring problem-solving skills from worked examples. Cognitive Science, 1–10. http://dx.doi.org/10.1111/cogs.12002
-
(2012)
Cognitive Science
, pp. 1-10
-
-
Van Gog, T.1
Kester, L.2
-
133
-
-
84929841158
-
Not new, but nearly forgotten: the testing effect decreases or even disappears as the complexity of learning materials increases
-
Van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: the testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27(2), 247–264. doi:10.1007/s10648-015-9310-x.
-
(2015)
Educational Psychology Review
, vol.27
, Issue.2
, pp. 247-264
-
-
Van Gog, T.1
Sweller, J.2
-
134
-
-
84929841659
-
-
Van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P. P. J. L. (2015). Testing after worked example study does not enhance delayed problem-solving performance compared to restudy. Educational Psychology Review. doi:10.1007/s10648-015-9297-3.
-
(2015)
Testing after worked example study does not enhance delayed problem-solving performance compared to restudy, Educational Psychology Review
-
-
Van Gog, T.1
Kester, L.2
Dirkx, K.3
Hoogerheide, V.4
Boerboom, J.5
Verkoeijen, P.P.J.6
-
135
-
-
0035580498
-
Drawing construction as a strategy for learning from text
-
Van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Education and Psychology, 69, 129–140. doi:10.1037/0022-0663.93.1.129.
-
(2001)
Journal of Education and Psychology
, vol.69
, pp. 129-140
-
-
Van Meter, P.1
-
136
-
-
29844458202
-
The promise and practice of learner-generated drawing: literature review and synthesis
-
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: literature review and synthesis. Educational Psychology Review, 17, 285–325. doi:10.1007/s10648-005-8136-3.
-
(2005)
Educational Psychology Review
, vol.17
, pp. 285-325
-
-
Van Meter, P.1
Garner, J.2
-
137
-
-
84948073305
-
Cognitive model of drawing construction: learning through the construction of drawings
-
Schraw G, McCrudden MT, Robinson D, (eds), Information Age Publishing, Charlotte, NC
-
Van Meter, P. (2013). Cognitive model of drawing construction: learning through the construction of drawings. In G. Schraw, M. T. McCrudden, & D. Robinson (Eds.), Learning through visual displays (pp. 247–280). Charlotte, NC: Information Age Publishing.
-
(2013)
Learning through visual displays
, pp. 247-280
-
-
Van Meter, P.1
-
138
-
-
33645020599
-
Learner-generated drawing as a strategy for learning from content area text
-
Van Meter, P., Aleksic, M., Schwartz, A., & Garner, J. (2006). Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology, 31, 142–166. doi:10.1016/j.cedpsych.2005.04.001.
-
(2006)
Contemporary Educational Psychology
, vol.31
, pp. 142-166
-
-
Van Meter, P.1
Aleksic, M.2
Schwartz, A.3
Garner, J.4
-
139
-
-
58149411088
-
Peer interaction and learning in cooperative small groups
-
Webb, N. M. (1982). Peer interaction and learning in cooperative small groups. Journal of Education and Psychology, 74(5), 642–655. doi:10.1037/0022-0663.74.5.642.
-
(1982)
Journal of Education and Psychology
, vol.74
, Issue.5
, pp. 642-655
-
-
Webb, N.M.1
-
140
-
-
0000359597
-
The teaching of learning strategies
-
Wittrock MC, (ed), Macmillan, New York
-
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315–327). New York: Macmillan.
-
(1986)
Handbook of research on teaching
, pp. 315-327
-
-
Weinstein, C.E.1
Mayer, R.E.2
-
142
-
-
0037631686
-
Six views of embodied cognition
-
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. doi:10.3758/BF03196322.
-
(2002)
Psychonomic Bulletin & Review
, vol.9
, Issue.4
, pp. 625-636
-
-
Wilson, M.1
-
143
-
-
84949698682
-
Learning as a generative process
-
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11(2), 87–95. doi:10.1080/00461520903433554.
-
(1974)
Educational Psychologist
, vol.11
, Issue.2
, pp. 87-95
-
-
Wittrock, M.C.1
-
144
-
-
84948896756
-
Generative processes of comprehension
-
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24(4), 345–376. doi:10.1207/s15326985ep2404_2.
-
(1989)
Educational Psychologist
, vol.24
, Issue.4
, pp. 345-376
-
-
Wittrock, M.C.1
-
145
-
-
84973027265
-
Educational psychology, literacy, and reading comprehension
-
Wittrock, M. C. (1991). Educational psychology, literacy, and reading comprehension. Educational Psychologist, 26, 109–116. doi:10.1207/s15326985ep2602_3.
-
(1991)
Educational Psychologist
, vol.26
, pp. 109-116
-
-
Wittrock, M.C.1
-
146
-
-
84953500142
-
Generative processes of the brain
-
Wittrock, M. C. (1992). Generative processes of the brain. Educational Psychologists, 27, 531–541. doi:10.1207/s15326985ep2704_8.
-
(1992)
Educational Psychologists
, vol.27
, pp. 531-541
-
-
Wittrock, M.C.1
-
147
-
-
0001758766
-
Generation of summaries and analogies and analytic and holistic abilities
-
Wittrock, M. C., & Alesandrini, K. (1990). Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal, 27(3), 489–502.
-
(1990)
American Educational Research Journal
, vol.27
, Issue.3
, pp. 489-502
-
-
Wittrock, M.C.1
Alesandrini, K.2
-
148
-
-
84937786051
-
The self-explanation principle in multimedia learning
-
Mayer RE, (ed), Cambridge University Press, New York
-
Wylie, R., & Chi, M. T. H. (2014). The self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (Second editionth ed., pp. 413–432). New York: Cambridge University Press. doi:10.1017/CBO9781139547369.
-
(2014)
Cambridge handbook of multimedia learning
, pp. 413-432
-
-
Wylie, R.1
Chi, M.T.H.2
|