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Learning and Instruction

December 2006 Volume 16, Number 6

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Table of Contents

Number of articles: 7

  1. Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

    Paul Ginns

    This article reviews research on the spatial contiguity and temporal contiguity effects. Research on these instructional design effects has focussed on the instructional benefits for novices of... More

    pp. 511-525

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  2. Multimedia learning: Working memory and the learning of word and picture diagrams

    Stephan Dutke & Mike Rinck

    From the cognitive model of multimedia learning proposed by [Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. More

    pp. 526-537

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  3. Learnability of graphotactic rules in visual word identification

    Ludo Verhoeven, Rob Schreuder & R. Harald Baayen

    Besides phonotactic principles, orthographies entail graphotactic rules for which the reader must convert a phonological representation on the basis of spelling adaptation rules. In the present... More

    pp. 538-548

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  4. Third-grader's think-aloud protocols: Types of reading activities in reading an expository text

    Gonny Schellings, Cor Aarnoutse & Jan van Leeuwe

    In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their ... More

    pp. 549-568

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  5. The role of achievement beliefs and behaviours in spontaneous reading acquisition

    Sanna Fyrstén, Jari-Erik Nurmi & Heikki Lyytinen

    This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish... More

    pp. 569-582

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  6. Analogy construction versus analogy solution, and their influence on transfer

    Yifat Harpaz-Itay, Shlomo Kaniel & Einat Ben-Amram

    This study compares transfer performed by subjects trained to solve verbal analogies, with transfer by subjects trained to construct them. The first group ( Before and after intervention, all... More

    pp. 583-591

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  7. Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing

    Harm Tillema & Lily Orland-Barak

    This study focuses on professionals' views on knowledge and knowing in learning from conversations. Our main interest was how learning teams of professionals evaluate knowledge exchange and... More

    pp. 592-608

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