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Learning and Instruction

April 2014 Volume 30, Number 1

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Table of Contents

Number of articles: 4

  1. Subtraction by addition in children with mathematical learning disabilities

    Greet Peters, Centre for Instructional Psychology and Technology, Belgium; Bert De Smedt, Parenting and Special Education Research Unit, Belgium; Joke Torbeyns & Lieven Verschaffel, Centre for Instructional Psychology and Technology, Belgium; Pol Ghesquière, Parenting and Special Education Research Unit, Belgium

    In the last decades, strategy variability and flexibility have become major aims in mathematics education. For children with mathematical learning disabilities (MLD) it is unclear whether the same ... More

    pp. 1-8

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  2. Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension

    Ivar Bråten, Øistein Anmarkrud, Christian Brandmo & Helge I. Strømsø

    The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition,... More

    pp. 9-24

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  3. Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children?

    Caroline Fitzpatrick, Rachel D. McKinnon & Clancy B. Blair, Department of Applied Psychology, United States; Michael T. Willoughby, FPG Child Development Institute, United States

    We examine the extent to which executive functions (EFs), as opposed to other cognitive skills, account for socioeconomically based disparities in school readiness. Participants are 226 American... More

    pp. 25-31

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  4. Effects of pairs of problems and examples on task performance and different types of cognitive load

    Jimmie Leppink, Department of Educational Development and Research; Fred Paas & Tamara van Gog, Institute of Psychology; Cees P.M. van der Vleuten & Jeroen J.G. van Merriënboer, Department of Educational Development and Research

    In two studies, we investigated whether a recently developed psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load. Study I revealed a similar three-factor... More

    pp. 32-42

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