Learning and Instruction
February 2017 Volume 47, Number 1
Table of Contents
Number of articles: 9
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Income differences among grade skippers and non-grade skippers across genders in the Terman sample, 1936–1976
Russell T. Warne & Jonathan K. Liu
pp. 1-12
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Not the silver bullet: Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations
Rolf Ploetzner & Benjamin Fillisch
Because drawing is a highly successful strategy in learning from text, it has recently been investigated whether drawing can also improve learning from animation. Several theoretical and practical ... More
pp. 13-24
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How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Brooke Van Zanden, Herbert W. Marsh, Marjorie Seaton, Philip D. Parker, Jiesi Guo & Jasper J. Duineveld, Australian Catholic University, Australia
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model... More
pp. 25-32
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The measurement of calibration in real contexts
Teomara Rutherford
Accurate judgment of performance, or calibration, is an important element of self-regulated learning (SRL) and itself has been an area of growing study. The current study contributes to work on... More
pp. 33-42
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Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study
Karin Guill, Oliver Lüdtke & Olaf Köller, Leibniz Institute for Science and Mathematics Education, Germany
Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics,... More
pp. 43-52
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Situational expectancies and task values: Associations with students' effort
Julia Dietrich, Institute of Educational Science, Germany; Jaana Viljaranta, Department of Psychology, Finland; Julia Moeller, Yale Center for Emotional Intelligence, United States; Bärbel Kracke, Institute of Educational Science, Germany
According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values ... More
pp. 53-64
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Children's understanding of the commutativity and complement principles: A latent profile analysis
Boby Ho-Hong Ching & Terezinha Nunes
This study examined patterns of individual differences in the acquisition of the knowledge of the commutativity and complement principles in 115 five-to six-year-old children and explored the role ... More
pp. 65-79
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The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect
Eva M. Janssen, Sanne H.G. van der Ven, Anne H. van Hoogmoed & Paul P.M. Leseman
The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants ( More
pp. 80-90
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Identifying processes underlying the multimedia effect in testing: An eye-movement analysis
Marlit Annalena Lindner, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Alexander Eitel, University of Freiburg, Germany; Benjamin Strobel & Olaf Köller, Leibniz Institute for Science and Mathematics Education (IPN), Germany
Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and ... More
pp. 91-102
