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Learning and Instruction

February 2017 Volume 47, Number 1

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Table of Contents

Number of articles: 9

  1. Income differences among grade skippers and non-grade skippers across genders in the Terman sample, 1936–1976

    Russell T. Warne & Jonathan K. Liu

    pp. 1-12

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  2. Not the silver bullet: Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations

    Rolf Ploetzner & Benjamin Fillisch

    Because drawing is a highly successful strategy in learning from text, it has recently been investigated whether drawing can also improve learning from animation. Several theoretical and practical ... More

    pp. 13-24

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  3. How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes

    Brooke Van Zanden, Herbert W. Marsh, Marjorie Seaton, Philip D. Parker, Jiesi Guo & Jasper J. Duineveld, Australian Catholic University, Australia

    The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model... More

    pp. 25-32

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  4. The measurement of calibration in real contexts

    Teomara Rutherford

    Accurate judgment of performance, or calibration, is an important element of self-regulated learning (SRL) and itself has been an area of growing study. The current study contributes to work on... More

    pp. 33-42

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  5. Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study

    Karin Guill, Oliver Lüdtke & Olaf Köller, Leibniz Institute for Science and Mathematics Education, Germany

    Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics,... More

    pp. 43-52

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  6. Situational expectancies and task values: Associations with students' effort

    Julia Dietrich, Institute of Educational Science, Germany; Jaana Viljaranta, Department of Psychology, Finland; Julia Moeller, Yale Center for Emotional Intelligence, United States; Bärbel Kracke, Institute of Educational Science, Germany

    According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values ... More

    pp. 53-64

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  7. Children's understanding of the commutativity and complement principles: A latent profile analysis

    Boby Ho-Hong Ching & Terezinha Nunes

    This study examined patterns of individual differences in the acquisition of the knowledge of the commutativity and complement principles in 115 five-to six-year-old children and explored the role ... More

    pp. 65-79

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  8. The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

    Eva M. Janssen, Sanne H.G. van der Ven, Anne H. van Hoogmoed & Paul P.M. Leseman

    The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants ( More

    pp. 80-90

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  9. Identifying processes underlying the multimedia effect in testing: An eye-movement analysis

    Marlit Annalena Lindner, Leibniz Institute for Science and Mathematics Education (IPN), Germany; Alexander Eitel, University of Freiburg, Germany; Benjamin Strobel & Olaf Köller, Leibniz Institute for Science and Mathematics Education (IPN), Germany

    Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and ... More

    pp. 91-102

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