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Learning and Instruction

August 2016 Volume 44, Number 1

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Table of Contents

Number of articles: 13

  1. A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors

    Antonio P. Gutierrez, Department of Curriculum, Foundations, & Reading, United States; Gregory Schraw & Fred Kuch, Department of Educational Psychology, United States; Aaron S. Richmond, Department of Psychology, United States

    We examined the latent structure of metacognitive monitoring judgments using hierarchical confirmatory factor analysis to compare five competing theoretical models with respect to domain-specific... More

    pp. 1-10

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  2. Effects of two types of task instructions on literary text comprehension and motivational and affective factors

    Sofie Henschel, Humboldt-Universität zu Berlin, Germany; Christel Meier, Universität Erlangen-Nürnberg, Germany; Thorsten Roick, Humboldt-Universität zu Berlin, Germany

    This experimental study investigated the effects of two types of task instructions on text comprehension, motivation, and emotional involvement. In all, 226 9th graders in low academic tracks were ... More

    pp. 11-21

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  3. Learning from video modeling examples: Content kept equal, adults are more effective models than peers

    Vincent Hoogerheide, Institute of Psychology; Margot van Wermeskerken, Department of Education; Sofie M.M. Loyens & Tamara van Gog, Institute of Psychology

    Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that ... More

    pp. 22-30

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  4. Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance?

    Elisabeth Pieger, Technical University of Munich, Germany; Christoph Mengelkamp, University of Wuerzburg, Germany; Maria Bannert, Technical University of Munich, Germany

    Theories of metacognition assume that better monitoring leads to better control and performance. Furthermore, monitoring accuracy is often low because students are overconfident (absolute accuracy)... More

    pp. 31-40

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  5. When being worse helps: The influence of upward social comparisons and knowledge awareness on learner engagement and learning in peer-to-peer knowledge exchange

    Josephine Neugebauer, Knowledge Media Research Center, Germany; Devin G. Ray, School of Psychology, United Kingdom; Kai Sassenberg, Knowledge Media Research Center, Germany

    Providing learners with awareness of a learning partner's knowledge supports knowledge exchange. However, such knowledge awareness enables social comparison. Because people strive for positive self... More

    pp. 41-52

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  6. Schema-based instruction: Effects of experienced and novice teacher implementers on seventh grade students' proportional problem solving

    Asha K. Jitendra, Michael R. Harwell, Stacy R. Karl, Danielle N. Dupuis, Gregory R. Simonson, Susan C. Slater & Amy E. Lein

    This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice... More

    pp. 53-64

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  7. Decorative pictures and emotional design in multimedia learning

    Sascha Schneider, Steve Nebel & Günter Daniel Rey

    Recent studies have shown that the positive emotional design of learning environments might foster learning performance. In contrast, the seductive detail effect postulates that additional,... More

    pp. 65-73

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  8. A plausible connection: Models examining the relations between evaluation, plausibility, and the refutation text effect

    Doug Lombardi, Temple University, United States; Robert W. Danielson, University of Southern California, United States; Neil Young, University of California, United States

    Students are often asked to make evaluations of scientific explanations, which may involve judgments about the plausibility of competing alternatives. We examined undergraduate students' critical... More

    pp. 74-86

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  9. Are instructions in video format always better than photographs when learning manual techniques? The case of learning how to do sutures

    Franck Ganier, UBO, France; Philine de Vries, CHRU, France

    In faculties of medicine today, a growing number of medical procedures are taught in manual techniques workshops. These workshops leave the students only very little time to train. One solution to ... More

    pp. 87-96

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  10. Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning

    Lisa Knörzer, Roland Brünken & Babette Park

    The present study investigated the influence of experimentally induced emotions (positive, neutral, negative) on learning with multimedia instruction with More

    pp. 97-107

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  11. CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning

    Nicole Piesche, University of Education, Germany; Kathrin Jonkmann, FernUniversität in Hagen, Germany; Christiane Fiege, University of Tübingen, Germany; Jörg-U. Keßler, University of Education, Germany

    Content and language integrated learning (CLIL) has been widely implemented in Europe. This article presents a randomised controlled field experiment on the effects of CLIL on students' science... More

    pp. 108-116

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  12. The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?

    Stanislaw Schukajlow, University of Münster, Germany; Katrin Rakoczy, German Institute for International Educational Research, Germany

    We investigated students’ emotions as intervening variables between teaching methods, motivational and performance prerequisites, and outcomes. 144 students from German schools were assigned to two... More

    pp. 117-127

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  13. Off-task behavior in elementary school children

    Karrie E. Godwin, Carnegie Mellon University, United States; Ma. V. Almeda, Teachers College Columbia, United States; Howard Seltman, Carnegie Mellon University, United States; Shimin Kai, Teachers College Columbia, United States; Mandi D. Skerbetz, South Fayette Township School District, United States; Ryan S. Baker, Teachers College Columbia, United States; Anna V. Fisher, Carnegie Mellon University, United States

    This paper reports results from a large-scale observational study investigating attention allocation during instructional activities in elementary school students (kindergarten through fourth-grade... More

    pp. 128-143

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