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Learning and Instruction

February 2015 Volume 35, Number 1

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Table of Contents

Number of articles: 10

  1. Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing

    Kim Stalbovs, Katharina Scheiter & Peter Gerjets

    To successfully learn from multimedia, learners must actively process text and pictures and integrate their information. Two experiments investigated how to support these cognitive processes by... More

    pp. 1-15

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  2. Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains

    Herbert W. Marsh, Australian Catholic University, Australia; Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Germany; Benjamin Nagengast & Ulrich Trautwein, Hector Research Institute for Education Sciences and Psychology, Germany; Adel Salah Abduljabbar & Faisal Abdelfattah, King Saud University, Saudi Arabia; Malte Jansen, Humboldt-University, Germany

    The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a... More

    pp. 16-32

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  3. The dimensions of written expression: Language group and gender differences

    Selma Babayiğit

    This study compared the written expression of 159 English-speaking first (L1) and second language (L2) learners ( More

    pp. 33-41

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  4. The association between numerical magnitude processing and mental versus algorithmic multi-digit subtraction in children

    Sarah Linsen, Lieven Verschaffel, Bert Reynvoet & Bert De Smedt

    When solving multi-digit subtraction problems, children are instructed to use different types of calculation methods, such as mental and algorithmic computation. It has been contended that these... More

    pp. 42-50

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  5. Cognitive load of critical thinking strategies

    Hanem M. Shehab & E. Michael Nussbaum

    Argument–counterargument integration (Nussbaum, 2008) refers to the process of evaluating, refuting, and synthesizing arguments on two sides of an issue when creating justification for an overall... More

    pp. 51-61

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  6. Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations?

    Anne Schüler, Jana Arndt & Katharina Scheiter

    We investigated whether individuals construct either two interconnected mental representations or a single mental representation that merges information from two representations when processing... More

    pp. 62-72

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  7. Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study

    Rebecca M. Kigel, Nele McElvany & Michael Becker, Max Planck Institute for Human Development, Germany

    The purpose of this paper is to examine disparities in important components of reading acquisition in the context of migration. Previous empirical studies showed significant differences in reading ... More

    pp. 73-84

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  8. Getting the point: Tracing worked examples enhances learning

    Fang-Tzu Hu, Paul Ginns & Janette Bobis

    Embodied cognition and evolutionary educational psychology perspectives suggest pointing and tracing gestures may enhance learning. Across two experiments, we examine whether explicit instructions ... More

    pp. 85-93

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  9. Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

    Katharina Kiemer, Alexander Gröschner, Ann-Kathrin Pehmer & Tina Seidel

    Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study... More

    pp. 94-103

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  10. Benefits of “concreteness fading” for children's mathematics understanding

    Emily R. Fyfe, Department of Psychology and Human Development, United States; Nicole M. McNeil & Stephanie Borjas, Department of Psychology, United States

    Children often struggle to gain understanding from instruction on a procedure, particularly when it is taught in the context of abstract mathematical symbols. We tested whether a “concreteness... More

    pp. 104-120

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