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Learning and Instruction

February 2014 Volume 29, Number 1

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Table of Contents

Number of articles: 16

  1. Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

    Benjamin Fauth, Jasmin Decristan, Svenja Rieser, Eckhard Klieme & Gerhard Büttner, IDeA Research Center, Germany

    The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been ... More

    pp. 1-9

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  2. Extending social cue based principles of multimedia learning beyond their immediate effects

    Jörn Töpper, Manuela Glaser & Stephan Schwan

    Two experiments are presented in which the influence of socially cued videos on the knowledge acquisition of video and subsequent non-video content in a computer-based learning environment was... More

    pp. 10-20

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  3. Reading achievement and reading self-concept – Testing the reciprocal effects model

    Jan Retelsdorf & Olaf Köller, Leibniz Institute for Science and Mathematics Education, Germany; Jens Möller, Christian-Albrechts-University of Kiel, Germany

    Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is... More

    pp. 21-30

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  4. Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills

    Anita Heijltjes, Learning and Innovation Centre; Tamara van Gog, Institute of Psychology; Jimmie Leppink, Department of Educational Development and Research; Fred Paas, Institute of Psychology

    This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants ( More

    pp. 31-42

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  5. Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities

    Daniela Mayer & Beate Sodian, Ludwig-Maximilians-University Munich, Germany; Susanne Koerber, University of Education Freiburg, Germany; Knut Schwippert, University of Hamburg, Germany

    The primary goal of this study was the broad assessment and modeling of scientific reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed... More

    pp. 43-55

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  6. Using heuristic worked examples to promote inquiry-based learning

    Yvonne G. Mulder, Ard W. Lazonder & Ton de Jong

    Inquiry learning can be facilitated by having students investigate the domain through a computer simulation and express their acquired understanding in a runnable computer model. This study... More

    pp. 56-64

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  7. Cognitive mechanisms underlying reading and spelling development in five European orthographies

    Kristina Moll, Department of Psychology, Austria; Franck Ramus, Laboratoire de Sciences Cognitives et Psycholinguistique, France; Jürgen Bartling, Jennifer Bruder, Sarah Kunze, Nina Neuhoff & Silke Streiftau, Department of Child and Adolescent Psychiatry and Psychotherapy, Germany; Heikki Lyytinen, Paavo H.T. Leppänen & Kaisa Lohvansuu, Department of Psychology, Finland; Dénes Tóth, Ferenc Honbolygó & Valéria Csépe, Institute for Psychology, Hungary; Caroline Bogliotti, Laboratoire de Sciences Cognitives et Psycholinguistique, France; Stéphanie Iannuzzi, Unité de Neurologie Pédiatrique, France; Jean-François Démonet, Inserm U825, France; Emilie Longeras, Laboratoire de Sciences Cognitives et Psycholinguistique, France; Sylviane Valdois, Laboratoire de Psychologie et NeuroCognition UMR 5105 CNRS, France; Florence George, Centre de Référence des Troubles d'apprentissages, France; Isabelle Soares-Boucaud, Centre de Référence pour les Troubles des Apprentissages, France; Marie-France Le Heuzey, Service de Psychopathologie de l'enfant et de l'adolescent, France; Catherine Billard, Centre de Référence sur les Troubles des Apprentissages, France; Michael O'Donovan, Gary Hill & Julie Williams, MRC Centre for Neuropsychiatric Genetics and Genomics, United Kingdom; Daniel Brandeis, Urs Maurer & Enrico Schulz, Department of Child and Adolescent Psychiatry, Switzerland; Sanne van der Mark, Neuroscience Center Zurich, Switzerland; Bertram Müller-Myhsok, Max Planck Institute of Psychiatry, Germany; Gerd Schulte-Körne, Department of Child and Adolescent Psychiatry and Psychotherapy, Germany; Karin Landerl, Department of Psychology, Austria

    This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological... More

    pp. 65-77

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  8. Strategic counting: A novel assessment of place-value understanding

    Winnie Wai Lan Chan, Department of Psychological Studies, China; Terry K. Au & Joey Tang, Department of Psychology, China

    Children's counting strategies reflect how much they understand the place-value structure of numbers. In Study 1, a novel task, namely the strategic counting task, elicited strategies from... More

    pp. 78-94

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  9. The paradoxical effect of controlling context on intrinsic motivation in another activity

    Rémi Radel, Luc Pelletier & Dan Baxter, School of Psychology, Canada; Marion Fournier, Laboratoire LAMHESS, France; Philippe Sarrazin, Laboratoire SENS, France

    Controlling instructions typically undermine intrinsic motivation. However, in line with an autonomy restoration process, we hypothesized that prior exposure to a controlling context could increase... More

    pp. 95-102

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  10. Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning

    Kristin Wäschle, Anne Allgaier & Andreas Lachner, Department of Educational Science, Germany; Siegfried Fink, Faculty for Forest and Environmental Science, Germany; Matthias Nückles, Department of Educational Science, Germany

    In the present study, we investigated how students react to self-assessed low goal achievement in self-regulated learning. Over a university term (19 weeks), 150 university students recorded self... More

    pp. 103-114

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  11. The power of anticipated feedback: Effects on students' achievement goals and achievement emotions

    Reinhard Pekrun, Department of Psychology, Germany; Aisling Cusack, University College Dublin, Ireland; Kou Murayama, University of California at Los Angeles, United States; Andrew J. Elliot, University of Rochester, United States; Kevin Thomas, Bournemouth University, United Kingdom

    In an experimental study ( More

    pp. 115-124

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  12. Emotional design in multimedia learning: Effects of shape and color on affect and learning

    Jan L. Plass, New York University, United States; Steffi Heidig, Erfurt University, Germany; Elizabeth O. Hayward, New York University, United States; Bruce D. Homer, The Graduate Center, United States; Enjoon Um, The New York Times Company, United States

    We examine design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the emotional design of... More

    pp. 128-140

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  13. Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments

    Ulrike I.E. Magner, Rolf Schwonke, Vincent Aleven, Octav Popescu & Alexander Renkl

    Do decorative illustrations in computer-based learning environments trigger interest and engagement in learning or do they distract? In a pre-study ( More

    pp. 141-152

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  14. Confusion can be beneficial for learning

    Sidney D’Mello, Blair Lehman, Reinhard Pekrun & Art Graesser

    We tested key predictions of a theoretical model positing that confusion, which accompanies a state of cognitive disequilibrium that is triggered by contradictions, conflicts, anomalies, erroneous ... More

    pp. 153-170

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  15. Incorporating motivation into multimedia learning

    Richard E. Mayer

    What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting... More

    pp. 171-173

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  16. Motivation and emotion as mediators in multimedia learning

    Detlev Leutner

    Against the background of Moreno's “cognitive-affective theory of learning with media” (CATLM) (Moreno, 2006), three papers on cognitive and affective processes in learning with multimedia are... More

    pp. 174-175

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