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Learning and Instruction

August 2017 Volume 50, Number 1

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Table of Contents

Number of articles: 8

  1. Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement

    Iro Xenidou-Dervou, Mathematics Education Centre, United Kingdom; Dylan Molenaar, Department of Psychology; Daniel Ansari, Numerical Cognition Laboratory, Canada; Menno van der Schoot & Ernest C.D.M. van Lieshout, Section Educational Neuroscience, Faculty of Behavioural and Movement Sciences

    What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children's mathematics? We assessed a large sample in... More

    pp. 1-13

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  2. Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy

    Moti Benita, Department of Counseling and Human Development, Israel; Tal Levkovitz & Guy Roth, Department of Education, Israel

    The ability to regulate emotion plays a key role in the development of prosocial behavior. This study uses the self-determination theory conceptualization of emotion regulation to explore whether... More

    pp. 14-20

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  3. Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

    Karen Aldrup, Uta Klusmann & Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Germany

    An imbalance between work-related stressors and resources, which we refer to as stress exposure, is often found to impair teachers' occupational well-being. However, the psychological mechanisms... More

    pp. 21-30

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  4. The influence of achievement goals on collaborative interactions and knowledge convergence

    Emma M. Mercier

    Although there is evidence of the influence of achievement goals on individuals’ learning, less is known about their influence on collaborative groups. In this study, 45 pairs of college students... More

    pp. 31-43

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  5. Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition

    Judith ter Vrugte & Ton de Jong, Department of Instructional Technology; Sylke Vandercruysse, Center for Instructional Psychology & Technology, Belgium; Pieter Wouters & Herre van Oostendorp, Institute of Information and Computing Sciences; Jan Elen, Center for Instructional Psychology & Technology, Belgium

    This study addresses the added value of faded worked examples in a computer game-based learning environment. The faded worked examples were introduced to encourage active selection and processing... More

    pp. 44-53

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  6. Do cognitive and metacognitive processes set the stage for each other?

    Julian Roelle, Christine Nowitzki & Kirsten Berthold

    Cognitive and metacognitive learning processes might not only functionally complement but also set the stage for each other. To address potential stage-setting effects between these processes, we... More

    pp. 54-64

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  7. Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention

    Eliza L. Congdon, Miriam A. Novack, Neon Brooks, Naureen Hemani-Lopez, Lucy O'Keefe & Susan Goldin-Meadow

    When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research ... More

    pp. 65-74

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  8. High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

    Marina Supanc, Vanessa A. Völlinger & Joachim C. Brunstein

    Using group presentation classes as a control condition, in nine introductory psychology classes we examined the impact of high-structure versus low-structure cooperative learning on More

    pp. 75-84

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