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Learning and Instruction

June 2013 Volume 25, Number 1

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Table of Contents

Number of articles: 10

  1. Scripting for construction of a transactive memory system in multidisciplinary CSCL environments

    Omid Noroozi, Harm J.A. Biemans, Armin Weinberger, Martin Mulder & Mohammad Chizari

    Establishing a Transactive Memory System (TMS) is essential for groups of learners, when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative... More

    pp. 1-12

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  2. Collaborative learning with multi-touch technology: Developing adaptive expertise

    Emma M. Mercier & Steven E. Higgins

    Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development ... More

    pp. 13-23

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  3. Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples

    Julie L. Booth, Karin E. Lange, Kenneth R. Koedinger & Kristie J. Newton

    In a series of two More

    pp. 24-34

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  4. Literacy coaching to improve student reading achievement: A multi-level mediation model

    Lindsay Clare Matsumura, Helen E. Garnier & Jessaca Spybrook

    In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading... More

    pp. 35-48

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  5. Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension

    Leila E. Ferguson & Ivar Bråten

    Using cluster-analysis in a sample of 65 Norwegian 10th graders, we identified subgroups characterized by relatively high levels of knowledge combined with relatively low beliefs in personal... More

    pp. 49-61

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  6. Learning to see: Guiding students' attention via a Model's eye movements fosters learning

    Halszka Jarodzka, Tamara van Gog, Michael Dorr, Katharina Scheiter & Peter Gerjets

    This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a... More

    pp. 62-70

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  7. Cueing animations: Dynamic signaling aids information extraction and comprehension

    Jean-Michel Boucheix, Richard K. Lowe, Dian K. Putri & Jonathan Groff

    The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations... More

    pp. 71-84

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  8. Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography

    Victoria Devonshire, Paul Morris & Michael Fluck

    A novel intervention was developed to teach reading and spelling literacy to 5 to 7 year-old students using explicit instruction of morphology, etymology, phonology, and form rules. We examined the... More

    pp. 85-94

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  9. Early numerical development and the role of non-symbolic and symbolic skills

    Meijke E. Kolkman, Evelyn H. Kroesbergen & Paul P.M. Leseman

    For learning math, non-symbolic quantity skills, symbolic skills and the mapping between number symbols and non-symbolic quantities are all important precursors. Little is known, however, about the... More

    pp. 95-103

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  10. How much is too much? Learning and motivation effects of adding instructional explanations to worked examples

    J. Elizabeth Richey & Timothy J. Nokes-Malach

    A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined... More

    pp. 104-124

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