Learning and Instruction
December 2009 Volume 19, Number 6
Table of Contents
Number of articles: 7
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Dynamic task selection: Effects of feedback and learner control on efficiency and motivation
Gemma Corbalan, Liesbeth Kester & Jeroen J.G. van Merriënboer
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected... More
pp. 455-465
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Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors
George Manolitsis, George Georgiou, Kathy Stephenson & Rauno Parrila
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian ( More
pp. 466-480
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The effects of realism in learning with dynamic visualizations
Katharina Scheiter, Peter Gerjets, Thomas Huk, Birgit Imhof & Yvonne Kammerer
Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis).... More
pp. 481-494
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Combining cognitive and affective support in order to promote learning
Thomas Huk & Stefan Ludwigs
The present study investigated the impact of cognitive and affective support intervention on the learning outcomes of learners working with a simulation in economics. Cognitive support was given by... More
pp. 495-505
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Mothers' parenting practices and adolescents' learning from their mistakes in class: The mediating role of adolescent's self-disclosure
Guy Roth, Tali Ron & Mordechai Benita
This study examined 126 students' (14–16 years of age; 66 females) perceptions of self-disclosure to their mothers with respect to their mistakes in class activities. Specifically, we hypothesized ... More
pp. 506-512
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Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study
Kristin Krajewski & Wolfgang Schneider
This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number... More
pp. 513-526
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Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Frank Lipowsky, Katrin Rakoczy, Christine Pauli, Barbara Drollinger-Vetter, Eckhard Klieme & Kurt Reusser
This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students'... More
pp. 527-537