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Learning and Instruction

October 2017 Volume 51, Number 1

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Table of Contents

Number of articles: 9

  1. Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research

    Anique B.H. de Bruin & Jeroen J.G. van Merriënboer

    The aim of this Introduction to the Special Issue ‘Bridging Cognitive Load and Self-Regulated Learning Research’ is to explore how cognitive load theory, which is particularly relevant for how... More

    pp. 1-9

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  2. Do drawing tasks improve monitoring and control during learning from text?

    Katrin Schleinschok, Leibniz-Institut für Wissensmedien, Germany; Alexander Eitel, University of Freiburg, Germany; Katharina Scheiter, Leibniz-Institut für Wissensmedien, Germany

    In two experiments it was investigated how drawing as a monitoring task affects self-regulated learning and cognitive load. To this end, participants (Exp. 1: More

    pp. 10-25

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  3. Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

    Inga Glogger-Frey, Katharina Gaus & Alexander Renkl, Department of Psychology, University of Freiburg, Germany

    Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated).... More

    pp. 26-35

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  4. Effects of performance feedback valence on perceptions of invested mental effort

    Steven F. Raaijmakers, Department of Education; Martine Baars, Lydia Schaap & Fred Paas, Department of Psychology, Education and Child Studies; Tamara van Gog, Department of Education

    We investigated whether the valence of performance feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three... More

    pp. 36-46

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  5. Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection

    Mariëtte van Loon, Nesrin Destan & Manuela A. Spiess, University of Bern, Switzerland; Anique de Bruin, Maastricht University; Claudia M. Roebers, University of Bern, Switzerland

    To effectively self-regulate learning, children need to self-evaluate whether they meet learning goals. Unfortunately, self-evaluations are often inaccurate, typically, children are overconfident. ... More

    pp. 47-60

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  6. Understanding metacognitive inferiority on screen by exposing cues for depth of processing

    Yael Sidi, Maya Shpigelman, Hagar Zalmanov & Rakefet Ackerman

    Paper-and-pencil learning and testing are gradually shifting to computerized environments. Cognitive and metacognitive researchers find screen inferiority compared to paper in effort regulation,... More

    pp. 61-73

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  7. Comparing cognitive load and self-regulatory depletion: Effects on emotions and cognitions

    Heather M. Maranges, Florida State University, United States; Brandon J. Schmeichel, Texas A&M University, United States; Roy F. Baumeister, Florida State University, United States

    Prior research has found both similar and different effects of self-regulatory resource depletion and cognitive load. To resolve these seeming contradictions, we experimentally compared the effects... More

    pp. 74-84

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  8. Should self-regulated learning be integrated with cognitive load theory? A commentary

    John Sweller, School of Education, Australia; Fred Paas, Department of Psychology, Education and Child Studies

    Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and... More

    pp. 85-89

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  9. Cognitive load and self-regulation: Attempts to build a bridge

    Monique Boekaerts

    The editors of the Special Issue called for a more integrative approach to the study of cognitive load and self-regulation. The goal formulated for the Special Issue is ambitious. In my role as a... More

    pp. 90-97

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