You are here:

Learning and Instruction

Volume 19, Number 4

Search this issue

Table of Contents

Number of articles: 6

  1. Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation

    Thierry Olive, Monik Favart, Caroline Beauvais & Lucie Beauvais

    This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting... More

    pp. 299-308

    View Abstract
  2. Planning text structure as a way to improve students' writing from sources in the compare–contrast genre

    Lori C. Kirkpatrick & Perry D. Klein

    The aim of this study was to improve 7th- and 8th-grade students' ( More

    pp. 309-321

    View Abstract
  3. Instructional effects on critical thinking: Performance on ill-defined issues

    Charoula Angeli & Nicos Valanides

    Undergraduate students in dyads ( More

    pp. 322-334

    View Abstract
  4. Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

    Jaana Viljaranta, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Kaisa Aunola & Jari-Erik Nurmi

    To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their... More

    pp. 335-344

    View Abstract
  5. The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

    Inez E. Berends & Ernest C.D.M. van Lieshout

    Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both... More

    pp. 345-353

    View Abstract
  6. Writing for different audiences: Effects on high-school students' conceptual understanding of biology

    Murat Gunel, Brian Hand & Mark Andrew McDermott

    Writing-to-learn activities in science classrooms can have an impact on student learning. This study sought to examine if the audience for which students write explanations of biology concepts... More

    pp. 354-367

    View Abstract