Showing papers in "Learning and Instruction in 2012"

TL;DR: The authors proposed a model to explain the dynamics of affective states that emerge during deep learning activities, which predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face contradictions, incongruities, anomalies, obstacles to goals, and other impasses.

TL;DR: In this paper, the authors examined the link between monitoring accuracy and longer-term retention and found that greater accuracy was associated with higher levels of retention, and this link could not be explained by differential feedback, effort during study, or trials to criterion.

TL;DR: In this paper, the authors examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and investigate associations with academic motivation, self-regulated learning, and problem behavior.

TL;DR: The effects of transience due to the use of animation-based instructions and spoken information under audio-visual conditions were explored in a cognitive load theory framework and hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to the authors' innate ability to learn by observing.

TL;DR: Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning to improve self- regulated learning.

TL;DR: This article found that comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge, and that contrasting incorrect examples with correct examples can help students learn correct concepts and procedures.

TL;DR: In this article, the authors explored the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes and found a general increase of self-regulated learning activity within the groups during the semester, and positive relationships between focus of the activity and type of social regulation.

TL;DR: The authors compared instructions to generate drawings with two text-focused strategies (main idea selection and summarization) and examined whether these strategies could help students learn from a chemistry science text, showing positive effects of the drawing strategy instructions and negative effects of text focused strategy instructions without interactions.

TL;DR: This article found evidence that participants who engaged in holistic confrontation were more likely to acquire a correct mental model, and a deeper understanding of the systems of relations in the model than those who were prompted to self-explain the expert model.

TL;DR: In this paper, the authors investigated the impact of classroom instruction variables on concrete determinants for persistent motivation to learn and self-regulated learning behavior, and found that the extent of perceived autonomy is an important factor in the reduction of gender differences in motivation.

TL;DR: This paper examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article and found that traces of goal orientations were stronger predictors of achievement than self reports.

TL;DR: This paper investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance, and found that feedback including improvement strategies negatively predicted self-efficacy beliefs and positively predicted planning/revising.

TL;DR: This article used think-aloud methodology to investigate 51 Norwegian undergraduates' topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks.

TL;DR: The authors describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions.

TL;DR: In this article, the authors show that concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more abstract instantiations, and suggest that concrete abstractions should be included in the educator's toolbox.

TL;DR: In this article, a series of lexical decision and continuous reading experiments were conducted with the default settings or with a small increase in inter-letter spacing, and it was found that the increased spacing produced shorter word identification times not only with adult skilled readers, but also with young normal readers and readers with developmental dyslexia.

TL;DR: In this article, two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students and found that the concept maps did not produce the same high level of accurate monitoring previously reported in the literature, but reduced the illusion of knowing.

TL;DR: In this paper, the authors examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years.

TL;DR: In this article, the authors investigated how reliably and validly instructional quality is measured by observer ratings using generalizability analysis as well as content analysis, and the results indicated that observer ratings should be treated in a more differentiated manner in the future.

TL;DR: This article investigated whether laypeople are inclined to rely on their own evaluations of the acceptability of scientific claims despite their knowledge limitations, and found that laypeople were more strongly persuaded by apparently easy arguments than by difficult ones.

TL;DR: The articles in this Special Issue highlight the contribution of metacognitive monitoring and self-regulation to effective learning and performance and illustrate the methodological and theoretical challenges involved in bringing metac cognitive research to the real world, using meaningful learning materials.

TL;DR: In this article, the effects of implicit support focusing on meaning of language by engaging students in language intensive activities without drawing their attention to rules (operationalization: theatre program) and combined implicit and explicit support focusing students' attention on both meaning and form of language were tested using a summer camp setting.

TL;DR: In this paper, the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection was examined, and it was shown that shorter teaching experience protected against both social and learning risk factors.

TL;DR: The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied by as mentioned in this paper, who found that personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test.

TL;DR: In this article, the role of personal best goals in academic and social functioning was examined, and the effects of PB goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time-1 factors.

TL;DR: This paper investigated the effect of spacing of exemplars on inductive learning and found that it is an established finding that spacing repetitions generally facilitates memory for the repeated events, but it is not really known how well exemplar spacing affects induction.

TL;DR: This paper investigated the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text and found that when individuals' epistemic belief were consistent with the knowledge representation in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions).

TL;DR: This paper examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures, and found that learners with simultaneous presentation of written texts and pictures concentrated more on the text and ignored the pictures, resulting in worse pictorial recall.

TL;DR: The results show that dialogue-based intelligent tutoring systems could be designed in a more efficient manner to maximize learning and minimize the cost of time-on-task.

TL;DR: The hypercorrection effect has been shown to occur when corrective feedback, in which the correct answer is provided, is given to all errors as mentioned in this paper, in which errors endorsed with higher confidence are more likely to be corrected on a final test than those endorsed with lower conence.