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Learning and Instruction

June 2017 Volume 49, Number 1

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Table of Contents

Number of articles: 23

  1. Example-based learning: The benefits of prompting organization before providing examples

    Julian Roelle, Sara Hiller & Kirsten Berthold, Department of Psychology, Germany; Stefan Rumann, Department of Chemistry Education, Germany

    Example-based learning often follows a design in which learners first receive instructional explanations that communicate new principles and concepts and second examples thereof. In this setting,... More

    pp. 1-12

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  2. Enhancing learning by retrieval: Enriching free recall with elaborative prompting

    Tino Endres, University of Freiburg, Germany; Shana Carpenter, Iowa State University, United States; Alf Martin & Alexander Renkl, University of Freiburg, Germany

    It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several... More

    pp. 13-20

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  3. The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus

    Jongho Shin, Center for Learning Science and Creative Talent Development; You-kyung Lee, Department of Counseling, United States; Eunjin Seo, Department of Educational Psychology, United States

    The purpose of the present study was to examine the effect of reference of comparison (i.e., self-referential vs. normative) and regulatory focus (i.e., promotion vs. prevention) on students'... More

    pp. 21-31

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  4. Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement

    Stephen R. Earl, University of Kent, United Kingdom; Ian M. Taylor, Loughborough University, United Kingdom; Carla Meijen & Louis Passfield, University of Kent, United Kingdom

    Few studies have attempted to identify distinct psychological correlates of different forms of classroom disengagement. Drawing from basic psychological needs theory (Deci & Ryan, 2000), this study... More

    pp. 32-40

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  5. Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze

    Nora A. McIntyre, Psychology in Education Research Centre, United Kingdom; M. Tim Mainhard, Social and Behavioural Sciences; Robert M. Klassen, Psychology in Education Research Centre, United Kingdom

    We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings.... More

    pp. 41-53

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  6. The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11

    Mengmeng Su, State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China; Hugo Peyre, Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, CNRS, EHESS), France; Shuang Song, State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China; Catherine McBride, Department of Psychology; Twila Tardif, Center for Human Growth and Development, United States; Hong Li & Yuping Zhang, Department of Psychology, China; Weilan Liang, Preventive Health Care Branch, China; Zhixiang Zhang, Department of Pediatrics, China; Franck Ramus, Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, CNRS, EHESS), France; Hua Shu, State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China

    The present longitudinal study investigated the predictive power of preschool linguistic skills and early family factors on children's comprehensive literacy skills at the end of primary school in ... More

    pp. 54-63

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  7. Instructional influences on English language learners' storytelling

    Shufeng Ma & Richard C. Anderson, University of Illinois at Urbana-Champaign, United States; Tzu-Jung Lin, Ohio State University, United States; Jie Zhang, University of Houston, United States; Joshua A. Morris & Kim Nguyen-Jahiel, University of Illinois at Urbana-Champaign, United States; Brian W. Miller, Towson University, United States; May Jadallah, Illinois State University, United States; Theresa Scott, Booker T. Washington STEM Academy, United States; Jingjing Sun, University of Montana, United States; Kay Grabow, Thomas Paine Elementary School, United States; Beata M. Latawiec, Wichita State University, United States; Sherry Yi, University of Illinois at Urbana-Champaign, United States

    The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8)... More

    pp. 64-80

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  8. Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

    Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Alexandre J.S. Morin & Theresa Dicke, Australian Catholic University, Australia

    Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value... More

    pp. 81-91

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  9. The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme

    Catarina Andersson & Torulf Palm

    A random sample of 22 Year 4 teachers in mathematics from a middle-sized Swedish municipality participated in a teacher professional development programme in formative assessment. The content of... More

    pp. 92-102

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  10. The development of executive functioning across the transition to first grade and its predictive value for academic achievement

    Loren Vandenbroucke, Parenting and Special Education Research Unit, Belgium; Karine Verschueren, School Psychology and Child and Adolescent Development Research Unit, Belgium; Dieter Baeyens, Parenting and Special Education Research Unit, Belgium

    Executive functions (EFs), used to guide goal-directed behavior, are essential for adequate classroom functioning. The current study aims to, (1) examine development and stability of three core EFs... More

    pp. 103-112

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  11. Look into my eyes! Exploring the effect of addressing in educational videos

    Maik Beege, Sascha Schneider, Steve Nebel & Günter Daniel Rey

    Numerous studies were conducted to investigate how recipients are affected by the miscellaneous characters in multimedia. However, there is a lack of research concerning the connection between... More

    pp. 113-120

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  12. Linking parental scaffolding with self-regulated learning in Chinese kindergarten children

    Heyi Zhang & David Whitebread

    The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children... More

    pp. 121-130

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  13. Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal?

    William Zahner, San Diego State University, United States; Ting Dai, Temple University, United States; Jennifer G. Cromley, University of Illinois at Urbana-Champaign, United States; Theodore W. Wills, Julie L. Booth, Thomas F. Shipley & Waldemar Stepnowski, Temple University, United States

    We investigate the strategies used by 64 advanced secondary mathematics students to identify whether a given pair of polynomial representations (graphs, tables, or equations) corresponded to the... More

    pp. 131-141

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  14. Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters

    Julian Roelle & Kirsten Berthold

    In an experiment with More

    pp. 142-156

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  15. The influence of academic vocabulary knowledge on school performance

    Elisabeth Schuth, Judith Köhne & Sabine Weinert

    While academic language is often assumed to impact children's school success, evidence for this claim is still limited. One reason is the lack of empirically sound test measures for academic... More

    pp. 157-165

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  16. The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study

    Tom Rosman, Anne-Kathrin Mayer, Martin Kerwer & Günter Krampen, Leibniz Institute for Psychology Information (ZPID), Germany

    This article analyses the differential development of discipline-specific epistemic beliefs (i.e., beliefs about the nature of knowledge) in computer science and psychology. With regard to computer... More

    pp. 166-177

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  17. Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge

    Jake McMullen, Boglárka Brezovszky, Minna M. Hannula-Sormunen, Koen Veermans, Gabriela Rodríguez-Aflecht, Nonmanut Pongsakdi & Erno Lehtinen, Department of Teacher Education, Finland

    Traditionally measured skills with arithmetic are not related to later algebra success at levels that would be expected given the close conceptual relation between arithmetic and algebra. However, ... More

    pp. 178-187

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  18. Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course

    Peggy N. Van Meter, Chelsea Cameron & John R. Waters, Pennsylvania State University, United States

    Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects... More

    pp. 188-198

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  19. Is disfluency desirable for learning?

    Sophia Christin Weissgerber & Marc-André Reinhard

    While some difficult learning conditions can improve learning, the findings regarding the contribution to learning of disfluent, hard-to-read text materials have been inconsistent. We identified... More

    pp. 199-217

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  20. Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration

    Anne Schüler

    In two experiments, eye tracking was used to investigate whether learners construct a mental representation during learning that integrates information from text and pictures. The experimental... More

    pp. 218-231

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