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                             159 gevonden resultaten
nr titel auteur tijdschrift jaar jaarg. afl. pagina('s) type
1 Accounts and explanations in group decisions concerning students with learning and social disabilities Granström, Kjell
 1995
 2 p. 125-141
17 p.
 artikel
2 A closer look at split visual attention in system- and self-paced instruction in multimedia learning Schmidt-Weigand, Florian
 2010
 2 p. 100-110
11 p.
 artikel
3 Acquisition of procedures: The effects of example elaborations and active learning exercises Catrambone, Richard
 2006
 2 p. 139-153
15 p.
 artikel
4 An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations Boucheix, Jean-Michel
 2010
 2 p. 123-135
13 p.
 artikel
5 Animation and learning: selective processing of information in dynamic graphics Lowe, R.K.
 2003
 2 p. 157-176
20 p.
 artikel
6 Assessing argumentation skills among finnish university students Marttunen, Miika
 1994
 2 p. 175-191
17 p.
 artikel
7 Assessment of—or in—the zone of proximal development Allal, Linda
 2000
 2 p. 137-152
16 p.
 artikel
8 Attention guidance in learning from a complex animation: Seeing is understanding? de Koning, Björn B.
 2010
 2 p. 111-122
12 p.
 artikel
9 Attention guiding in multimedia learning Jamet, Eric
 2008
 2 p. 135-145
11 p.
 artikel
10 Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Gerjets, Peter
 2006
 2 p. 104-121
18 p.
 artikel
11 Children's development in solving a certain class of additive problems in mathematics: A didactic intervention based on action Bednarz, Nadine
 1996
 2 p. 131-150
20 p.
 artikel
12 Children's help seeking: The role of parenting Puustinen, Minna
 2008
 2 p. 160-171
12 p.
 artikel
13 Choosing and using multiple information sources: Some new findings and emergent issues Goldman, Susan R.
 2011
 2 p. 238-242
5 p.
 artikel
14 Classroom and technology-supported help seeking: The need for converging research paradigms Karabenick, Stuart A.
 2011
 2 p. 290-296
7 p.
 artikel
15 Coaching for the PISA test Brunner, Martin
 2007
 2 p. 111-122
12 p.
 artikel
16 Cognitive efficiency: A conceptual and methodological comparison Hoffman, Bobby
 2012
 2 p. 133-144
12 p.
 artikel
17 Cognitive strategies for learning from static and dynamic visuals Lewalter, D.
 2003
 2 p. 177-189
13 p.
 artikel
18 Cognitive training programs to reduce impulsivity-related achievement problems: The need of in-classroom interventions Bornas, Xavier
 1992
 2 p. 89-100
12 p.
 artikel
19 Collaborative inquiry and the construction of explanations in the learning of science Kaartinen, S
 2002
 2 p. 189-212
24 p.
 artikel
20 Commentary on self-regulation in school contexts Schunk, Dale H.
 2005
 2 p. 173-177
5 p.
 artikel
21 Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading Kinnunen, Riitta
 1995
 2 p. 143-165
23 p.
 artikel
22 Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes Mäkitalo-Siegl, Kati
 2011
 2 p. 257-266
10 p.
 artikel
23 Conflict and social marking in the acquisition of operational thinking Doise, Willem
 1991
 2 p. 119-127
9 p.
 artikel
24 Construction and interference in learning from multiple representation Schnotz, Wolfgang
 2003
 2 p. 141-156
16 p.
 artikel
25 Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation Tenenbaum, Gershon
 2001
 2 p. 87-111
25 p.
 artikel
26 Contents and subject index to volume 6 (1996) 1997
 2 p. iii-viii
nvt p.
 artikel
27 Contents Index 2003
 2 p. III-V
nvt p.
 artikel
28 Contextual and strategic knowledge in the acquisition of design expertise Eteläpelto, Anneli
 2000
 2 p. 113-136
24 p.
 artikel
29 Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts Kienhues, Dorothe
 2011
 2 p. 193-204
12 p.
 artikel
30 Developing problem solving expertise: the impact of instruction in a question analysis strategy Sutherland, Louise
 2002
 2 p. 155-187
33 p.
 artikel
31 Development and modification of motivation and self-regulation in school contexts: Introduction to the special issue Spinath, Birgit
 2005
 2 p. 85-86
2 p.
 artikel
32 Discussion 1999
 2 p. 229-233
5 p.
 artikel
33 Discussion 1999
 2 p. 223-228
6 p.
 artikel
34 Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation Villiger, Caroline
 2012
 2 p. 79-91
13 p.
 artikel
35 Dynamics of affective states during complex learning D’Mello, Sidney
 2012
 2 p. 145-157
13 p.
 artikel
36 Early mental multiplication performance and the role of relational knowledge in mastering combinations involving “two” Baroody, Arthur J.
 1993
 2 p. 93-111
19 p.
 artikel
37 Editorial Säljö, Roger
 1998
 2 p. iii-
1 p.
 artikel
38 Editorial Board 2003
 2 p. IFC-
1 p.
 artikel
39 Editorial Board 2004
 2 p. IFC-
1 p.
 artikel
40 Editorial board/Publication information 2010
 2 p. IFC-
1 p.
 artikel
41 Editorial board/Publication information 2008
 2 p. IFC-
1 p.
 artikel
42 Editorial board/Publication information 2006
 2 p. CO2-
1 p.
 artikel
43 Editorial board/Publication information 2007
 2 p. IFC-
1 p.
 artikel
44 Editorial board/Publication information 2009
 2 p. IFC-
1 p.
 artikel
45 Editorial board/Publication information 2011
 2 p. IFC-
1 p.
 artikel
46 Editorial board/Publication information 2012
 2 p. IFC-
1 p.
 artikel
47 Educational films in the classroom: Increasing the benefit Michel, Eva
 2007
 2 p. 172-183
12 p.
 artikel
48 Effective means for learning to manage cognitive load in second grade school writing: a case study Saada-Robert, Madelon
 1999
 2 p. 189-208
20 p.
 artikel
49 Effective strategies for the teaching and learning of writing Galbraith, David
 1999
 2 p. 93-108
16 p.
 artikel
50 Effects of animation's speed of presentation on perceptual processing and learning Meyer, Katja
 2010
 2 p. 136-145
10 p.
 artikel
51 Effects of knowledge and display design on comprehension of complex graphics Canham, Matt
 2010
 2 p. 155-166
12 p.
 artikel
52 Effects of multiple solution methods in mathematics learning Große, Cornelia S.
 2006
 2 p. 122-138
17 p.
 artikel
53 Effects of process-oriented worked examples on troubleshooting transfer performance van Gog, Tamara
 2006
 2 p. 154-164
11 p.
 artikel
54 Effects of topic headings on text processing: evidence from adult readers’ eye fixation patterns Hyönä, Jukka
 2004
 2 p. 131-152
22 p.
 artikel
55 Elaborative interrogation examined at encoding and retrieval Willoughby, Teena
 1994
 2 p. 139-149
11 p.
 artikel
56 Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis Reisslein, Jana
 2006
 2 p. 92-103
12 p.
 artikel
57 Enhancing students’ mathematical beliefs: an intervention study Mason, Lucia
 2004
 2 p. 153-176
24 p.
 artikel
58 Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study Ferguson, Leila E.
 2012
 2 p. 103-120
18 p.
 artikel
59 Evaluating text-based information on the World Wide Web Wopereis, Iwan G.J.H.
 2011
 2 p. 232-237
6 p.
 artikel
60 Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Schüler, Anne
 2012
 2 p. 92-102
11 p.
 artikel
61 Explaining with nonshared illustrations: How they constrain explanations Jucks, Regina
 2007
 2 p. 204-218
15 p.
 artikel
62 External and internal representations in multimedia learning Schnotz, Wolfgang
 2003
 2 p. 117-123
7 p.
 artikel
63 Eye tracking as a tool to study and enhance multimedia learning van Gog, Tamara
 2010
 2 p. 95-99
5 p.
 artikel
64 Fostering collaborative knowledge construction with visualization tools Fischer, F
 2002
 2 p. 213-232
20 p.
 artikel
65 Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support Leutner, Detlev
 1993
 2 p. 113-132
20 p.
 artikel
66 Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background Oortwijn, Michiel B.
 2008
 2 p. 146-159
14 p.
 artikel
67 Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement Ryan, Allison M.
 2011
 2 p. 247-256
10 p.
 artikel
68 High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Volet, Simone
 2009
 2 p. 128-143
16 p.
 artikel
69 How can hypermedia tools help teach programming? Linn, Marcia C.
 1992
 2 p. 119-139
21 p.
 artikel
70 How does help seeking help? – New prospects in a variety of contexts Järvelä, Sanna
 2011
 2 p. 297-299
3 p.
 artikel
71 How students and teachers in Singapore and the United States conceptualize knowledge and beliefs: Positioning learning within epistemological frameworks Alexander, Patricia A.
 1998
 2 p. 97-116
20 p.
 artikel
72 IFC - Editorial Board 2005
 2 p. CO2-
1 p.
 artikel
73 Improving cross-content transfer in text processing by means of active graphical representation Stern, Elsbeth
 2003
 2 p. 191-203
13 p.
 artikel
74 Improving reading through thinking aloud Silvén, Maarit
 1992
 2 p. 69-88
20 p.
 artikel
75 Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system Roll, Ido
 2011
 2 p. 267-280
14 p.
 artikel
76 Improving the ability to detect comprehension problems: from revising to writing Lumbelli, Lucia
 1999
 2 p. 143-166
24 p.
 artikel
77 Incidental learning, intelligence, and verbal ability Nȩcka, Edward
 1992
 2 p. 141-153
13 p.
 artikel
78 Individual and cooperative computer-writing and revising: Who gets the best results? Zammuner, Vanda Lucia
 1995
 2 p. 101-124
24 p.
 artikel
79 Individual differences in graduate students' help-seeking process in using a computer coach in problem-based learning Mercier, Julien
 2007
 2 p. 184-203
20 p.
 artikel
80 Individual differences in learning to teach: relating cognition, regulation and affect Oosterheert, Ida E
 2001
 2 p. 133-156
24 p.
 artikel
81 Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Stark, Robin
 1998
 2 p. 117-129
13 p.
 artikel
82 Instructional strategies for teaching to write: a Q-sort analysis Boscolo, Pietro
 1999
 2 p. 209-221
13 p.
 artikel
83 Internalization and adult-child interaction Elbers, Ed
 1992
 2 p. 101-118
18 p.
 artikel
84 In the eyes of the beholder: How experts and novices interpret dynamic stimuli Jarodzka, Halszka
 2010
 2 p. 146-154
9 p.
 artikel
85 Learning and recall of foreign-language vocabulary: Effects of a keyword strategy for immediate and delayed recall Lawson, M.J.
 1998
 2 p. 179-194
16 p.
 artikel
86 Learning in complex domains: When and why do multiple representations help? Goldman, Susan R
 2003
 2 p. 239-244
6 p.
 artikel
87 Learning, memorisation and understanding among distance learners in the South Pacific Mugler, France
 2000
 2 p. 179-202
24 p.
 artikel
88 Learning to write by observation of writing and reading processes: effects on learning and transfer Couzijn, Michel
 1999
 2 p. 109-142
34 p.
 artikel
89 List of articles in vol 11 2002
 2 p. vii-viii
nvt p.
 artikel
90 List of reviewers 2002
 2 p. v-vi
nvt p.
 artikel
91 Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children Spinath, Birgit
 2005
 2 p. 87-102
16 p.
 artikel
92 Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data Gerjets, Peter
 2011
 2 p. 220-231
12 p.
 artikel
93 Mental rotation and diagrammatic reasoning in science Stieff, M.
 2007
 2 p. 219-234
16 p.
 artikel
94 Motivation and de-motivation in secondary education: Student characteristics Lens, Willy
 1991
 2 p. 145-159
15 p.
 artikel
95 Multimedia learning: beyond modality Reimann, P
 2003
 2 p. 245-252
8 p.
 artikel
96 [No title] Mercer, Neil
 2002
 2 p. iii-
1 p.
 artikel
97 Optimising worked example instruction: Different ways to increase germane cognitive load Paas, Fred
 2006
 2 p. 87-91
5 p.
 artikel
98 Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments Eronen, Sanna
 1998
 2 p. 159-177
19 p.
 artikel
99 Orchestrating a mathematical theme: Eleven-year olds discuss the problem of infinity Wistedt, Inger
 1996
 2 p. 173-185
13 p.
 artikel
100 Outlining the teaching–learning process: Piotr Gal'perin's contribution Haenen, Jacques
 2001
 2 p. 157-170
14 p.
 artikel
101 Peer interaction and critical thinking: Face-to-face or online discussion? Guiller, Jane
 2008
 2 p. 187-200
14 p.
 artikel
102 Personalization in historical descriptions and explanations Halldén, Ola
 1998
 2 p. 131-139
9 p.
 artikel
103 Professional learning: A fuzzy logic-based modelling approach Gravani, Maria N.
 2007
 2 p. 235-252
18 p.
 artikel
104 Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis Saban, Ahmet
 2007
 2 p. 123-139
17 p.
 artikel
105 Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education Savolainen, Hannu
 2008
 2 p. 201-210
10 p.
 artikel
106 Reading performance and its developmental trajectories during the first and the second grade Lerkkanen, Marja-Kristiina
 2004
 2 p. 111-130
20 p.
 artikel
107 Reflection, communication, and learning mathematics: A case study Wistedt, Inger
 1994
 2 p. 123-138
16 p.
 artikel
108 Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation Dermitzaki, Irini
 2009
 2 p. 144-157
14 p.
 artikel
109 REVIEWER JAN.2002-NOV.2002 2003
 2 p. 253-254
2 p.
 artikel
110 Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students Boekaerts, Monique
 1997
 2 p. 161-186
26 p.
 artikel
111 Should you show me the money? Concrete objects both hurt and help performance on mathematics problems McNeil, Nicole M.
 2009
 2 p. 171-184
14 p.
 artikel
112 Solving information-based problems: Evaluating sources and information Brand-Gruwel, Saskia
 2011
 2 p. 175-179
5 p.
 artikel
113 Static and animated presentations in learning dynamic mechanical systems Boucheix, Jean-Michel
 2009
 2 p. 112-127
16 p.
 artikel
114 Strategic aspects of simple addition and subtraction: the influence of mathematical ability Torbeyns, Joke
 2004
 2 p. 177-195
19 p.
 artikel
115 Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances Mäkitalo-Siegl, Kati
 2011
 2 p. 243-246
4 p.
 artikel
116 Students' and teachers' goals in the classroom Lemos, Marina S
 1996
 2 p. 151-171
21 p.
 artikel
117 Students' drafting strategies and text quality Piolat, Annie
 1996
 2 p. 111-129
19 p.
 artikel
118 Studying textbooks: Effects of learning styles, study task, and instruction Beishuizen, Jos
 1994
 2 p. 151-174
24 p.
 artikel
119 Studying the development of learning and task motivation Eccles, Jacquelynne S.
 2005
 2 p. 161-171
11 p.
 artikel
120 Subject Index for Vol.12 2003
 2 p. VI-X
nvt p.
 artikel
121 Supporting coherence formation in learning from multiple representations Seufert, Tina
 2003
 2 p. 227-237
11 p.
 artikel
122 Task motivation and mathematics achievement in actual task situations Seegers, Gerard
 1993
 2 p. 133-150
18 p.
 artikel
123 Task-motivation during the first school years: A person-oriented approach to longitudinal data Nurmi, Jari-Erik
 2005
 2 p. 103-122
20 p.
 artikel
124 Teaching students to use process-based learning and problem solving strategies in mainstream classes Ashman, Adrian F.
 1993
 2 p. 73-92
20 p.
 artikel
125 The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade Lepola, Janne
 2000
 2 p. 153-177
25 p.
 artikel
126 The effect of formal representation on the learning of ratio concepts Nesher, Pearla
 1991
 2 p. 161-175
15 p.
 artikel
127 The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes Gulikers, Judith T.M.
 2008
 2 p. 172-186
15 p.
 artikel
128 The effects of cooperative learning and feedback on e-learning in statistics Krause, Ulrike-Marie
 2009
 2 p. 158-170
13 p.
 artikel
129 The effects of cooperative learning on junior high school students during small group learning Gillies, Robyn M
 2004
 2 p. 197-213
17 p.
 artikel
130 The effects of different tasks on children's process and product variables in writing Søvik, Nils
 1999
 2 p. 167-188
22 p.
 artikel
131 The effects of self-explanation training on students' problem solving in high-school mathematics Wong, Regina M.F
 2002
 2 p. 233-262
30 p.
 artikel
132 The extent of variability in learning strategies and students' perceptions of the learning environment Nijhuis, Jan
 2008
 2 p. 121-134
14 p.
 artikel
133 The generality vs domain-specificity of metacognitive skills in novice learning across domains Veenman, Marcel V.J.
 1997
 2 p. 187-209
23 p.
 artikel
134 The impact of learning journals on metacognitive and cognitive processes and learning performance McCrindle, Andrea R.
 1995
 2 p. 167-185
19 p.
 artikel
135 The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus Rouet, Jean-François
 2011
 2 p. 205-219
15 p.
 artikel
136 The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing Rozendaal, J.S.
 2005
 2 p. 141-160
20 p.
 artikel
137 The local production of order in traditional science laboratories: A phenomenological analysis Roth, Wolff-Michael
 1997
 2 p. 107-136
30 p.
 artikel
138 The material features of multiple representations and their cognitive and social affordances for science understanding Kozma, R
 2003
 2 p. 205-226
22 p.
 artikel
139 The maturing of the relationship between the science of learning and cognition and educational practice Glaser, Robert
 1991
 2 p. 129-144
16 p.
 artikel
140 The nature and quality of talk in co-operative classroom groups Bennett, Neville
 1991
 2 p. 103-118
16 p.
 artikel
141 The personal constructs of expert and novice teachers concerning the teacher function in the Spanish educational reform Castejón, Juan L
 2001
 2 p. 113-131
19 p.
 artikel
142 The promise of multimedia learning: using the same instructional design methods across different media Mayer, Richard E.
 2003
 2 p. 125-139
15 p.
 artikel
143 There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills Ainsworth, Shaaron
 1998
 2 p. 141-157
17 p.
 artikel
144 The relationships between teachers' general beliefs about teaching and learning and their domain specific curricular beliefs Van Driel, Jan H.
 2007
 2 p. 156-171
16 p.
 artikel
145 The use of eye movements in the study of multimedia learning Hyönä, Jukka
 2010
 2 p. 172-176
5 p.
 artikel
146 The worked example effect and human cognition Sweller, John
 2006
 2 p. 165-169
5 p.
 artikel
147 The worked-example effect using ill-defined problems: Learning to recognise designers' styles Rourke, Arianne
 2009
 2 p. 185-199
15 p.
 artikel
148 Towards a revised cognitive psychology for new advances in learning and instruction Vosniadou, Stella
 1996
 2 p. 95-109
15 p.
 artikel
149 Training of self-regulatory and problem-solving competence Perels, Franziska
 2005
 2 p. 123-139
17 p.
 artikel
150 Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning Kostons, Danny
 2012
 2 p. 121-132
12 p.
 artikel
151 Trust and mistrust when students read multiple information sources about climate change Bråten, Ivar
 2011
 2 p. 180-192
13 p.
 artikel
152 Understanding computer-related attitudes through an idiographic analysis of gender- and self-representations Oosterwegel, Annerieke
 2004
 2 p. 215-233
19 p.
 artikel
153 Unique contributions of eye-tracking research to the study of learning with graphics Mayer, Richard E.
 2010
 2 p. 167-171
5 p.
 artikel
154 University teachers' experiences of academic leadership and their approaches to teaching Ramsden, Paul
 2007
 2 p. 140-155
16 p.
 artikel
155 Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment Brown, Gavin T.L.
 2009
 2 p. 97-111
15 p.
 artikel
156 Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education Postareff, Liisa
 2008
 2 p. 109-120
12 p.
 artikel
157 When worked examples don't work: Is cognitive load theory at an Impasse? Moreno, Roxana
 2006
 2 p. 170-181
12 p.
 artikel
158 Word-search strategies and stages of word recognition Rieben, Laurence
 1997
 2 p. 137-159
23 p.
 artikel
159 Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions Puustinen, Minna
 2011
 2 p. 281-289
9 p.
 artikel
                             159 gevonden resultaten
 
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