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#2Andreas Lachner (University of Tübingen)H-Index: 1
Last. Katharina Scheiter (University of Tübingen)H-Index: 29
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Abstract In this experiment, we examined whether linguistic text complexity affects effects of explaining modality on students’ learning. Students (N = 115) read a high-complex and a low-complex text. Additionally, they generated a written or an oral explanation to a fictious peer. A control group of students retrieved the content. For the low-complex text, we found no significant differences between conditions. For the high-complex text, oral explaining yielded better comprehension than writing...
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#1Laura E. Knouse (UR: University of Richmond)H-Index: 12
#2Katherine A. Rawson (KSU: Kent State University)H-Index: 31
Last. John Dunlosky (KSU: Kent State University)H-Index: 52
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Abstract Undergraduate students with ADHD may benefit from retrieval practice but may have difficulty using this strategy consistently. We examined whether undergraduates with ADHD benefit as much as non-ADHD students from self-regulated retrieval practice and retrieval practice to criterion. Students with ADHD (n = 58) and without (n = 121) learned key term definitions by studying, practicing retrieval, and judging the accuracy of their responses using a computer interface. One group self regul...
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#1Nicole Dargue (Macquarie University)H-Index: 2
#2Naomi Sweller (Macquarie University)H-Index: 13
Abstract It is well established that observing and producing gesture by a learner can enhance comprehension of verbal messages, including narratives. What is less well understood, however, is under which conditions gestures benefit comprehension most. This study examined the role of gesture observation and production in adult narrative comprehension, through investigating whether gesture production moderates the effect of gesture observation. Crucially, observing typical gestures, but not atypic...
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#2Martha W. AlibaliH-Index: 40
Last. Vijay MarupudiH-Index: 1
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Abstract People are often better at comparing fractions when the larger fraction has the larger rather than the smaller natural number components. However, there is conflicting evidence about whether this “natural number bias” occurs for complex fraction comparisons (e.g., 23/52 vs. 11/19). It is also unclear whether using benchmarks such as 1/2 or 1/4 enhances performance and reduces the bias (e.g., 11/19 > 1/2 and 23/52 23/52). We asked 107 adults to solve complex fraction comparisons that did...
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#1Nils MachtsH-Index: 2
#2Steffen ZitzmannH-Index: 2
Last. Jens MöllerH-Index: 29
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Abstract Developments concerning report cards have led to a potential shift from reporting traditional grades to reporting multiple competencies within and across subjects. In this study, we analyzed the dimensional structure of the teacher judgments on a competency-based report card on fourth-grade elementary school students (N = 469). With a methodologically innovative approach of combining exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA), we found one lea...
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#1Tik Sze Carrey Siu (HKU: University of Hong Kong)H-Index: 2
Last. Suk-Han Connie Ho (HKU: University of Hong Kong)
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Abstract In a two-year longitudinal study we examined if and how syntactic awareness in L1 Chinese influenced reading comprehension in L2 English, a typologically different script. Participants were 401 Chinese-English bilingual children from Hong Kong. We assessed their word order, morphosyntactic, and reading comprehension skills in L1 Chinese and L2 English, and retested them after one year. Results showed that L1 syntactic awareness cross-linguistically predicted L2 reading comprehension ove...
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Abstract Using the choice/no-choice methodology we investigated Dutch fourth graders’ (N = 124) adaptive use of the indirect addition strategy to solve subtraction problems. Children solved multidigit subtraction problems in one choice condition, in which they were free to choose between direct subtraction and indirect addition, and in two no-choice conditions, in which they had to use either direct subtraction or indirect addition. Furthermore, children were randomly assigned to mental computat...
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#1Kit Ying Chan (CityU: City University of Hong Kong)H-Index: 5
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Abstract This study examined the impact of redundant on-screen text on learning from an animated PowerPoint presentation, narrated either by a native or a foreign-accented narrator, with no text, summary text, or full text. Participants completed retention and transfer tests and rated the cognitive load induced by the narration and the PowerPoint materials. With a native narrator, participants performed better on transfer with no text than summary text (redundancy effect). The foreign-accented n...
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Abstract It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups s...
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#1Sarah A. Roberts (UCSB: University of California, Santa Barbara)H-Index: 3
#2J. Jacob Kirksey (UCSB: University of California, Santa Barbara)H-Index: 2
Last. Michael A. Gottfried (UCSB: University of California, Santa Barbara)H-Index: 13
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Abstract Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics p...
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Mathematics education
Psychology
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Cognitive psychology
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