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Learning and Instruction

August 2015 Volume 38, Number 1

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Table of Contents

Number of articles: 7

  1. The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development

    Krista R. Muis, John Ranellucci, Gregory Trevors & Melissa C. Duffy

    Two studies were conducted to examine kindergarten students' perceptions of technology use in the classroom, and the effects of receiving immediate feedback versus no feedback while using this... More

    pp. 1-13

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  2. Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies

    Piret Soodla, Institute of Psychology, Estonia; Marja-Kristiina Lerkkanen, Department of Teacher Education, Finland; Pekka Niemi, Department of Psychology, Finland; Eve Kikas, Institute of Psychology, Estonia; Gintautas Silinskas, Department of Teacher Education, Finland; Jari-Erik Nurmi, Department of Psychology, Finland

    This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in... More

    pp. 14-23

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  3. The multimedia effect and its stability over time

    Judith Schweppe, University of Erfurt, Germany; Alexander Eitel, Knowledge Media Research Center, Germany; Ralf Rummer, University of Erfurt, Germany

    A central finding in learning with text and pictures is a benefit from learning with combined representations as compared to text only – the multimedia effect. Two experiments (Experiment 1: N =... More

    pp. 24-33

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  4. Problem-based learning as a facilitator of conceptual change

    Sofie M.M. Loyens, Institute of Psychology; Suzanne H. Jones, School of Teacher Education and Leadership, United States; Jeroen Mikkers & Tamara van Gog, Institute of Psychology

    We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the ... More

    pp. 34-42

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  5. Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?

    Heike Itzek-Greulich & Barbara Flunger, Hector Research Institute of Education Sciences and Psychology, Germany; Christian Vollmer, Institute of Psychology, Germany; Benjamin Nagengast, Hector Research Institute of Education Sciences and Psychology, Germany; Markus Rehm, Institute of Science & Technology, Germany; Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, Germany

    This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes ( More

    pp. 43-52

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  6. Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

    Kristina Moll, Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Germany; Margaret J. Snowling, Department of Experimental Psychology, United Kingdom; Silke M. Göbel, Department of Psychology, United Kingdom; Charles Hulme, Division of Psychology and Language Sciences, United Kingdom

    Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used ... More

    pp. 53-62

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  7. Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates

    Liesje De Backer, Hilde Van Keer & Martin Valcke

    The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep... More

    pp. 63-78

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