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Learning and Instruction

Volume 13, Number 4

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Table of Contents

Number of articles: 6

  1. Training phonological awareness in kindergarten level children: consistency is more important than quantity

    A.-C Kjeldsen, P Niemi & Å Olofsson

    In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in ... More

    pp. 349-365

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  2. Go ahead, prove that God does not exist! On high school students’ ability to deal with fallacious arguments

    Yair Neuman

    Informal reasoning fallacies are arguments that are psychologically pervasive but logically incorrect. The aim of this study was to test the hypothesis that students’ ability to identify the... More

    pp. 367-380

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  3. Content effects in self-directed inductive learning

    P. Wilhelm & J.J. Beishuizen

    A study is presented into the effect of familiar and abstract task content on self-directed inductive learning. Two groups of learners performed a self-directed inductive learning task in which... More

    pp. 381-402

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  4. Goal orientation and achievement: the role of ability self-concept and failure perception

    Birgit Spinath & Joachim Stiensmeier-Pelster

    The prediction is tested that performance goals only entail poor achievement outcomes in individuals with a low self-concept of ability (American Psychologist, 41 (1986) 1040; Psychological Review,... More

    pp. 403-422

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  5. Enhancement of self-regulation, assertiveness, and empathy

    M.Luisa Sanz de Acedo Lizarraga, M.Dolores Ugarte, María Cardelle-Elawar, M.Dolores Iriarte & M.Teresa Sanz de Acedo Baquedano

    This study examined the effects of teaching self-regulation strategies and social skills to 40 middle school students in a compulsory secondary education setting, who presented difficulties in self... More

    pp. 423-439

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  6. Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems

    D. De Bock, L. Verschaffel, D. Janssens, W. Van Dooren & K. Claes

    The aim of the present study was to investigate the influence of authentic contexts and of self-made graphical representations on students’ well-documented tendency to improperly apply the linear... More

    pp. 441-463

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