메뉴 건너뛰기




Volumn 28, Issue 4, 2016, Pages 717-741

Eight Ways to Promote Generative Learning

Author keywords

Comprehension; Generative learning; Learning strategies; Transfer

Indexed keywords


EID: 84947772343     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-015-9348-9     Document Type: Review
Times cited : (489)

References (148)
  • 1
    • 84943352808 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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
  • 27
    • 3142729909 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 32
    • 33846607347 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 49
    • 0008639119 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 57
    • 84901204022 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 60
    • 67949096058 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 68
    • 68049131394 scopus 로고    scopus 로고
    • 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
  • 71
    • 84977199839 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • Cambridge University Press, New York
    • Kintsch, W. (1998). Comprehension. New York: Cambridge University Press.
    • (1998) Comprehension
    • Kintsch, W.1
  • 74
    • 0343167386 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 77
    • 30644472618 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 95
    • 84858294133 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 100
    • 33749583891 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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
  • 112
    • 84929839811 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 123
    • 78650311513 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 135
    • 0035580498 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.