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Learning and Instruction

December 2015 Volume 40, Number 1

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Table of Contents

Number of articles: 10

  1. Evidence for children's error sensitivity during arithmetic word problem solving

    Amélie Lubin, Olivier Houdé & Wim de Neys, CNRS, France

    Solving simple arithmetic word problems is often challenging for children. Recent research suggests that children often fail to solve certain of these problems because they fail to inhibit... More

    pp. 1-8

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  2. The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts

    Caitlin Mills, Sidney K. D'Mello & Kristopher Kopp, Departments of Psychology, United States

    The present study investigated how consequence value influences affect, attention, and learning while reading instructional texts, and if text difficulty moderates these effects. Participants... More

    pp. 9-20

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  3. Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

    David W. Putwain, Faculty of Education, United Kingdom; Richard Remedios, School of Education, United Kingdom; Wendy Symes, Department of Psychology, Germany

    Fear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear ... More

    pp. 21-28

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  4. How do contrasting cases and self-explanation promote learning? Evidence from fraction division

    Pooja G. Sidney, Department of Psychology, United States; Shanta Hattikudur, Department of Educational Psychology, United States; Martha W. Alibali, Department of Psychology, United States

    Past research has shown that both contrasting cases instruction and prompts to self-explain promote students' learning in mathematics. However, it is not clear whether these instructional... More

    pp. 29-38

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  5. Adulthood temperament and educational attainment: A population-based cohort study

    S. Mullola, M. Hintsanen, M. Elovainio, L. Pulkki-Råback, J. Lipsanen & K. Josefsson, IBS, Finland; T. Lehtimäki, Department of Clinical Chemistry, Finland; O.T. Raitakari, Department of Clinical Physiology, Finland; L. Keltikangas-Järvinen, IBS, Finland

    The aim of the study was to examine the associations of temperament traits and temperament profiles (i.e., the combinations of multiple traits) with adulthood educational attainment. The... More

    pp. 39-53

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  6. Selfish learning: The impact of self-referential encoding on children's literacy attainment

    David J. Turk, University of Bristol, United Kingdom; Karri Gillespie-Smith, University of the West of Scotland, United Kingdom; Olave E. Krigolson, University of Victoria, Canada; Catriona Havard, Open University, United Kingdom; Martin A. Conway, City University, United Kingdom; Sheila J. Cunningham, University of Abertay Dundee, United Kingdom

    Self-referencing (i.e., thinking about oneself during encoding) can increase attention toward to-be-encoded material, and support memory for information in adults and children. The current inquiry ... More

    pp. 54-60

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  7. Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts

    M. Teresa Lechuga, Juana M. Ortega-Tudela & Carlos J. Gómez-Ariza, Universidad de Jaén, Spain

    Karpicke and Blunt (2011) showed in college students that retrieval practice produced more learning from educational texts than concept mapping on a 1-week delayed test. This finding is surprising ... More

    pp. 61-68

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  8. Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings

    Anne Deiglmayr & Lennart Schalk

    Traditional jigsaw-type scripts create strong knowledge interdependence by distributing information on core concepts between learners. However, previous research indicates that such knowledge... More

    pp. 69-78

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  9. Spontaneous focusing on numerosity and the arithmetic advantage

    Sophie Batchelor, Matthew Inglis & Camilla Gilmore

    Children show individual differences in their tendency to focus on the numerical aspects of their environment. These individual differences in ‘Spontaneous Focusing on Numerosity’ (SFON) have been ... More

    pp. 79-88

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  10. Do gestures matter? The implications of using touchscreen devices in mathematics instruction

    Adam K. Dubé, McGill University, Canada; Rhonda N. McEwen, University of Toronto, Canada

    Touchscreen devices are increasingly used in education and are a predominant tool for everyday knowledge search. An assumption about the nature of touchscreen devices is that users More

    pp. 89-98

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