Showing papers in "Learning and Instruction in 2014"

TL;DR: In this paper, confusion was experimentally induced via a contradictory-information manipulation involving the animated agents expressing incorrect and/or contradictory opinions and asking the human learners to decide which opinion had more scientific merit.

TL;DR: This article examined ratings of teaching quality and science learning among third graders and found that ratings of classroom management can predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for.

TL;DR: In this article, the authors investigated whether a psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load, and found that a slightly modified version of the aforementioned psychometric device could help researchers to differentiate intrinsic and extraneous cognitive load.

TL;DR: In this article, the authors examined design factors that may evoke positive emotions in learners and investigated the effects of these positive emotions on learning and found that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design.

TL;DR: This article analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a rural area of the United States and found that the cognitive underpinnings of reading and spelling are universal or language/orthography-specific.

TL;DR: Moreno's (2005) cognitive affective theory of learning from media is intended to better incorporate motivation and metacognition into theories of multimedia learning, helping to extend or clarify Mayer's (2009) cognitive theory and Sweller's ( Sweller, Ayres, & Kaluga, 2011 ) cognitive load theory as mentioned in this paper.

TL;DR: This paper found that self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback showed a positive effect on performance-approach and performance-avoidance goal adoption.

TL;DR: In this paper, the authors present an 8-slide multimedia lesson on how a virus causes a cold for 5 min (Experiment 1) or for as long as they wanted.

TL;DR: In this paper, the authors investigated how three dimensions of instructional quality, classroom management, personal learning support, and cognitive activation of students, vary between the lessons of a specific teacher, and how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions.

TL;DR: The authors investigated how situational interest is related to knowledge acquisition and found that only students who lacked the appropriate knowledge showed an increase in situational interest after the problem was presented, while those who showed awareness that they lacked knowledge to understand a problem (i.e., causes of erosion of an island) showed increased situational interest in that problem.

TL;DR: The authors examined the extent to which executive functions (EFs) as opposed to other cognitive skills, account for socioeconomically based disparities in school readiness and found that EFs only mediated associations between type of preschool and math.

TL;DR: In this article, the authors investigated how students react to self-assessed low goal achievement in self-regulated learning and found that students with low perceived selfefficacy are vulnerable for finding themselves in a vicious circle of procrastination.

TL;DR: In this article, the authors examined the development of self-efficacy and work stress of pre-service teachers during a teaching practicum, and found a pattern of significantly increasing selfefficacy, and significantly decreasing stress.

TL;DR: In this article, the authors test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest and multiple-text comprehension.

TL;DR: For instance, this paper found that belief about writing, writing self-efficacy, and writing apprehension predict writing performance in a hierarchical regression model, with audience orientation, a new belief associated with expert practice, being the strongest positive predictor of students' grade.

TL;DR: In this paper, the influence of interesting decorative illustrations on immediate learning outcomes in geometry (near and far transfer) and on further learning was investigated in a pre-study (N ǫ=87 8th grade students).

TL;DR: In this article, a new conceptualization of dispositional teacher enthusiasm, defined by teachers' positive affect and positive emotional expressivity, was developed, and it was hypothesized that teacher enthusiasm would relate to students' interest, mediated by students' perceived teacher enthusiasm.

TL;DR: In this paper, the reciprocal effects between reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection were rigorously tested. And strong support was found for the skill-development hypothesis, i.e. achievement predicting selfconcept.

TL;DR: The results indicate that comparing student solutions during instruction to specify the gaps is the most relevant factor.

TL;DR: In this article, the authors provide valuable insights in how cognitive processing and learning results can be affected by constructs such as "situational interest", "positive emotions", or "confusion", and suggest questions for further research in this field.

TL;DR: Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) as discussed by the authors has been extended to incorporate emotion, motivation, and other affective variables into cognitive processing models.

TL;DR: In this paper, a broad assessment and modeling of scientific reasoning in elementary school age was conducted, where one hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of scientific reason (understanding the nature of science, understanding theories, designing experiments, and interpreting data).

TL;DR: In this paper, the authors offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school and class-average achievement on academic self-concept.

TL;DR: In this paper, the relationship between Lego construction ability, cognitive abilities and mathematical performance in 7-year-old, Year 2 primary school children (N ǫ = 66) was investigated.

TL;DR: This article investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills and found that participants in the instruction conditions significantly outperformed participants in a control condition on the immediate and delayed post-test, but only on the practiced task categories, with the exception of the self-explanations condition.

TL;DR: This paper examined the ways in which oral language problems experienced by students with language impairment (LI) and students with autism spectrum disorders (ASD) impact on their production of written text, and found that students with ASD also experienced language problems, their performance was equivalent to that observed in the LI cohort.

TL;DR: The authors investigated the effect of socioeconomic and language minority classroom composition on students' reading achievement and explored the mediating role of central features of instructional quality, namely focus on language, student-oriented climate, and structured classroom management.

TL;DR: This article found that first-graders' strategic counting task scores at the end of fall semester were better predictors of year-end mathematical achievement than the traditional place-value tasks.

TL;DR: In this paper, the effects of team-level feedback with or without an intervention prompting shared reflection on the feedback (i.e., guided reflexivity) to a no feedback control group on team performance growth were investigated.

TL;DR: The authors examined the effect of illustrations on readers' metacomprehension accuracy for expository science text, and found that the presence of decorative images can lead to poor comprehension performance.