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Learning and Instruction

October 2016 Volume 45, Number 1

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Table of Contents

Number of articles: 9

  1. Brief computer interventions enhance emergent academic skills in susceptible children: A gene-by-environment experiment

    Rachel D. Plak, Inge Merkelbach & Cornelia A.T. Kegel, Institute of Education and Child Studies; Marinus H. van IJzendoorn, Centre for Child and Family Studies; Adriana G. Bus, Institute of Education and Child Studies

    In this study we examined the potential of technology-enhanced educational programs for young children lagging behind in emergent literacy skills. Differential effects of technology-enhanced... More

    pp. 1-8

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  2. Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout

    Fani Lauermann, University of Bonn, Germany; Johannes König, University of Cologne, Germany

    Teachers’ professional competence—their professional knowledge, skills, beliefs and motivation—is a critical predictor of teachers’ professional wellbeing and success. In a sample of 119 in-service... More

    pp. 9-19

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  3. Relations between the worked example and generation effects on immediate and delayed tests

    Ouhao Chen, Slava Kalyuga & John Sweller, School of Education, Australia

    The contradiction between the worked example effect that occurs when learners presented with more instructional guidance learn more than learners presented with less guidance and the generation... More

    pp. 20-30

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  4. Context-related changes in academic self concept development: On the long-term persistence of big-fish-little-pond effects

    Michael Becker & Marko Neumann, German Institute for International Educational Research, Germany

    Academic self-concept (ASC) is subject to substantial change throughout the course of schooling. Besides individual factors, contextual characteristics play an important role in driving changes in ... More

    pp. 31-39

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  5. Expertise, inhibitory control and arithmetic word problems: A negative priming study in mathematics experts

    Amélie Lubin, Université Paris Descartes, France; Sandrine Rossi & Céline Lanoë, Université de Caen Normandie, France; Julie Vidal, Olivier Houdé & Grégoire Borst, Université Paris Descartes, France

    Solving arithmetic word problems such as More

    pp. 40-48

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  6. Elementary mathematics teachers’ judgment accuracy and calibration accuracy: Do they predict students’ mathematics achievement outcomes?

    Anthony J. Gabriele, Elana Joram & Ki H. Park

    In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their... More

    pp. 49-60

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  7. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions

    Wenliang He, School of Education, United States; Amanda Holton, Department of Chemistry, United States; George Farkas & Mark Warschauer, School of Education, United States

    This study assessed the impact of flipped instruction on students’ out-of-class study time, exam performance, preference, motivation, and perceptions in two sections of a large undergraduate... More

    pp. 61-71

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  8. Principled animation design improves comprehension of complex dynamics

    Richard K. Lowe, Curtin University, Australia; Jean-Michel Boucheix, University of Burgundy, France

    Learners can have difficulty in decomposing conventionally designed animations to obtain raw material suitable for building high quality mental models. A composition approach to designing... More

    pp. 72-84

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  9. Effects of music and natural science training on aggressive behavior

    Ingo Roden, Educational Psychology, Germany; Florian D. Zepf, Centre & Discipline of Child and Adolescent Psychiatry, Australia; Gunter Kreutz, Department of Music, Germany; Dietmar Grube, Educational Psychology, Germany; Stephan Bongard, Department of Psychology, Germany

    Extended music lessons have been suggested to reduce stress responses, and to increase well-being in primary school children. We investigated this assumption with regard to the provocation of... More

    pp. 85-92

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