Search results for author:"Anique de Bruin"
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Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 1–9
The aim of this Introduction to the Special Issue ‘Bridging Cognitive Load and Self-Regulated Learning Research’ is to explore how cognitive load theory, which is particularly relevant for how learners deal with complex information, and self...
Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 47–60
To effectively self-regulate learning, children need to self-evaluate whether they meet learning goals. Unfortunately, self-evaluations are often inaccurate, typically, children are overconfident. We investigated two explanations for developmental...
Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 92–107
Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem...
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 90–97
Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with images showing no abnormalities could help them...
Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration
Learning and Instruction Vol. 24, No. 1 (April 2013) pp. 15–25
The study investigated whether activation of inaccurate prior knowledge before study contributes to primary-school children’s commission errors and overconfidence in these errors when learning new concepts. Findings indicate that inaccurate prior...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 3 (May 2005) pp. 251–270
The present study was undertaken to examine the hypothesis that the intermediate effect in clinical case recall is partly explained by experts' lower motivation to write down "everything" they remember when asked for free recall. Medical experts and ...