| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Analogy construction versus analogy solution, and their influence on transfer
|
Harpaz-Itay, Yifat
|
|
2006
|
|
6 |
p. 583-591
9 p.
|
artikel
|
| 2 |
Association News
|
|
|
2010
|
|
6 |
p. I-VIII
nvt p.
|
artikel
|
| 3 |
Association News
|
|
|
2008
|
|
6 |
p. I-IX
nvt p.
|
artikel
|
| 4 |
Association News
|
|
|
2009
|
|
6 |
p. I-V
nvt p.
|
artikel
|
| 5 |
A surprising effect of feedback on learning
|
Vollmeyer, Regina
|
|
2005
|
|
6 |
p. 589-602
14 p.
|
artikel
|
| 6 |
A systematic observational study of teachers’ and pupils’ behaviour in large and small classes
|
Blatchford, P
|
|
2003
|
|
6 |
p. 569-595
27 p.
|
artikel
|
| 7 |
A team-sports-based life-skills program in a physical education context
|
Goudas, Marios
|
|
2008
|
|
6 |
p. 528-536
9 p.
|
artikel
|
| 8 |
Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors
|
Manolitsis, George
|
|
2009
|
|
6 |
p. 466-480
15 p.
|
artikel
|
| 9 |
Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning
|
Lazonder, Ard W.
|
|
2012
|
|
6 |
p. 458-464
7 p.
|
artikel
|
| 10 |
Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001
|
Boekaerts, M.
|
|
2002
|
|
6 |
p. 589-604
16 p.
|
artikel
|
| 11 |
Charting and manipulating propositions as methods to promote self-explanation in the study of statistics
|
Broers, Nick J.
|
|
2005
|
|
6 |
p. 517-538
22 p.
|
artikel
|
| 12 |
Children's acquisition of science terms: Simple exposure is insufficient
|
Dockrell, Julie E.
|
|
2007
|
|
6 |
p. 577-594
18 p.
|
artikel
|
| 13 |
Children's reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders
|
Cowie, H
|
|
2001
|
|
6 |
p. 517-530
14 p.
|
artikel
|
| 14 |
Clarity and coherence of lesson goals as a scaffold for student learning
|
Seidel, Tina
|
|
2005
|
|
6 |
p. 539-556
18 p.
|
artikel
|
| 15 |
Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?
|
Del Favero, Laura
|
|
2007
|
|
6 |
p. 635-657
23 p.
|
artikel
|
| 16 |
Cognitive load theory, the transient information effect and e-learning
|
Wong, Anna
|
|
2012
|
|
6 |
p. 449-457
9 p.
|
artikel
|
| 17 |
Combining cognitive and affective support in order to promote learning
|
Huk, Thomas
|
|
2009
|
|
6 |
p. 495-505
11 p.
|
artikel
|
| 18 |
Comprehending animations: Effects of spatial cueing versus temporal scaling
|
Fischer, Sebastian
|
|
2010
|
|
6 |
p. 465-475
11 p.
|
artikel
|
| 19 |
“Concreteness fading” promotes transfer of mathematical knowledge
|
McNeil, Nicole M.
|
|
2012
|
|
6 |
p. 440-448
9 p.
|
artikel
|
| 20 |
Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing
|
Tillema, Harm
|
|
2006
|
|
6 |
p. 592-608
17 p.
|
artikel
|
| 21 |
Construction of mathematical knowledge through whole-class discussion
|
Inagaki, Kayoko
|
|
1998
|
|
6 |
p. 503-526
24 p.
|
artikel
|
| 22 |
Critical aspects of student teachers’ conceptions of learning
|
Paakkari, L.
|
|
2011
|
|
6 |
p. 705-714
10 p.
|
artikel
|
| 23 |
Developmental changes in the comparison of decimal fractions
|
Desmet, Laetitia
|
|
2010
|
|
6 |
p. 521-532
12 p.
|
artikel
|
| 24 |
Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach
|
Rost, Detlef H.
|
|
2005
|
|
6 |
p. 557-570
14 p.
|
artikel
|
| 25 |
Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding
|
Strømsø, Helge I.
|
|
2008
|
|
6 |
p. 513-527
15 p.
|
artikel
|
| 26 |
Discussion
|
|
|
1998
|
|
6 |
p. 561-566
6 p.
|
artikel
|
| 27 |
Discussion
|
|
|
1998
|
|
6 |
p. 567-572
6 p.
|
artikel
|
| 28 |
Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation
|
Hong, Eunsook
|
|
2008
|
|
6 |
p. 499-512
14 p.
|
artikel
|
| 29 |
Dynamic task selection: Effects of feedback and learner control on efficiency and motivation
|
Corbalan, Gemma
|
|
2009
|
|
6 |
p. 455-465
11 p.
|
artikel
|
| 30 |
EARLI Association News
|
|
|
2006
|
|
6 |
p. I-VI
nvt p.
|
artikel
|
| 31 |
Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study
|
Krajewski, Kristin
|
|
2009
|
|
6 |
p. 513-526
14 p.
|
artikel
|
| 32 |
Editorial
|
|
|
1998
|
|
6 |
p. 469-472
4 p.
|
artikel
|
| 33 |
Editorial Board
|
|
|
2003
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 34 |
Editorial Board
|
|
|
2002
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 35 |
Editorial Board
|
|
|
2005
|
|
6 |
p. CO2-
1 p.
|
artikel
|
| 36 |
Editorial Board
|
|
|
2004
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 37 |
Editorial board/Publication information
|
|
|
2008
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 38 |
Editorial board/Publication information
|
|
|
2007
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 39 |
Editorial board/Publication information
|
|
|
2010
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 40 |
Editorial board/Publication information
|
|
|
2006
|
|
6 |
p. CO2-
1 p.
|
artikel
|
| 41 |
Editorial board/Publication information
|
|
|
2009
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 42 |
Editorial board/Publication information
|
|
|
2011
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 43 |
Editorial board/Publication information
|
|
|
2012
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 44 |
Effects of different types of learning on handwriting movements in young children
|
Vinter, Annie
|
|
2010
|
|
6 |
p. 476-486
11 p.
|
artikel
|
| 45 |
Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools
|
Masui, Chris
|
|
1999
|
|
6 |
p. 517-542
26 p.
|
artikel
|
| 46 |
Epistemological understanding in science learning: the consistency of representations across contexts
|
Leach, John
|
|
2000
|
|
6 |
p. 497-527
31 p.
|
artikel
|
| 47 |
Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools
|
Blatchford, Peter
|
|
2011
|
|
6 |
p. 715-730
16 p.
|
artikel
|
| 48 |
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom
|
Hijzen, Daphne
|
|
2007
|
|
6 |
p. 673-687
15 p.
|
artikel
|
| 49 |
Finding and fixing errors in worked examples: Can this foster learning outcomes?
|
Große, Cornelia S.
|
|
2007
|
|
6 |
p. 612-634
23 p.
|
artikel
|
| 50 |
Flexibility in problem solving: The case of equation solving
|
Star, Jon R.
|
|
2008
|
|
6 |
p. 565-579
15 p.
|
artikel
|
| 51 |
From context to contextualizing
|
Van Oers, Bert
|
|
1998
|
|
6 |
p. 473-488
16 p.
|
artikel
|
| 52 |
From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts
|
Wecker, Christof
|
|
2011
|
|
6 |
p. 746-756
11 p.
|
artikel
|
| 53 |
From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development
|
Wegerif, Rupert
|
|
1999
|
|
6 |
p. 493-516
24 p.
|
artikel
|
| 54 |
Gender and social comparison effects in computer-based problem solving
|
Light, Paul
|
|
2000
|
|
6 |
p. 483-496
14 p.
|
artikel
|
| 55 |
Graphophonemic awareness in adults after instruction in phonic generalisations
|
Connelly, Vincent
|
|
2002
|
|
6 |
p. 627-649
23 p.
|
artikel
|
| 56 |
How gender influences learners working collaboratively with science simulations
|
Scanlon, Eileen
|
|
2000
|
|
6 |
p. 463-481
19 p.
|
artikel
|
| 57 |
Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
|
Vansteenkiste, Maarten
|
|
2012
|
|
6 |
p. 431-439
9 p.
|
artikel
|
| 58 |
Improving students’ proportional thinking using schema-based instruction
|
Jitendra, Asha K.
|
|
2011
|
|
6 |
p. 731-745
15 p.
|
artikel
|
| 59 |
Index
|
|
|
1999
|
|
6 |
p. VI-X
nvt p.
|
artikel
|
| 60 |
Instructional animation versus static pictures: A meta-analysis
|
Höffler, Tim N.
|
|
2007
|
|
6 |
p. 722-738
17 p.
|
artikel
|
| 61 |
Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects
|
Ginns, Paul
|
|
2006
|
|
6 |
p. 511-525
15 p.
|
artikel
|
| 62 |
Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance
|
Guterman, E.
|
|
2003
|
|
6 |
p. 633-651
19 p.
|
artikel
|
| 63 |
Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint
|
Veenman, Marcel V.J.
|
|
2004
|
|
6 |
p. 621-640
20 p.
|
artikel
|
| 64 |
Internal and external scripts in computer-supported collaborative inquiry learning
|
Kollar, Ingo
|
|
2007
|
|
6 |
p. 708-721
14 p.
|
artikel
|
| 65 |
Knowing in practice: re-conceptualising vocational expertise
|
Billett, Stephen
|
|
2001
|
|
6 |
p. 431-452
22 p.
|
artikel
|
| 66 |
Learnability of graphotactic rules in visual word identification
|
Verhoeven, Ludo
|
|
2006
|
|
6 |
p. 538-548
11 p.
|
artikel
|
| 67 |
Learning conceptions of young students in the final year of primary education
|
Klatter, Ellen B
|
|
2001
|
|
6 |
p. 485-516
32 p.
|
artikel
|
| 68 |
Learning history through textbooks: are Mexican and Spanish students taught the same story?
|
Carretero, Mario
|
|
2002
|
|
6 |
p. 651-665
15 p.
|
artikel
|
| 69 |
Learning with videos vs. learning with print: The role of interactive features
|
Merkt, Martin
|
|
2011
|
|
6 |
p. 687-704
18 p.
|
artikel
|
| 70 |
Letter knowledge predicts Grade 4 reading fluency and reading comprehension
|
Leppänen, Ulla
|
|
2008
|
|
6 |
p. 548-564
17 p.
|
artikel
|
| 71 |
Logic of meanings and situated cognition
|
Schliemann, Analúcia D
|
|
1998
|
|
6 |
p. 549-560
12 p.
|
artikel
|
| 72 |
Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?
|
Kramarski, Bracha
|
|
2004
|
|
6 |
p. 593-619
27 p.
|
artikel
|
| 73 |
Managing the written text: the beginning of punctuation in children's writing
|
Ferreiro, Emilia
|
|
1999
|
|
6 |
p. 543-564
22 p.
|
artikel
|
| 74 |
Modeling academic achievement by self-reported versus traced goal orientation
|
Zhou, Mingming
|
|
2012
|
|
6 |
p. 413-419
7 p.
|
artikel
|
| 75 |
Mothers' parenting practices and adolescents' learning from their mistakes in class: The mediating role of adolescent's self-disclosure
|
Roth, Guy
|
|
2009
|
|
6 |
p. 506-512
7 p.
|
artikel
|
| 76 |
Motivation, cognitive processing and achievement in higher education
|
Bruinsma, Marjon
|
|
2004
|
|
6 |
p. 549-568
20 p.
|
artikel
|
| 77 |
Multimedia learning: Working memory and the learning of word and picture diagrams
|
Dutke, Stephan
|
|
2006
|
|
6 |
p. 526-537
12 p.
|
artikel
|
| 78 |
Observer ratings of instructional quality: Do they fulfill what they promise?
|
Praetorius, Anna-Katharina
|
|
2012
|
|
6 |
p. 387-400
14 p.
|
artikel
|
| 79 |
Offering and discovering domain information in simulation-based inquiry learning
|
Lazonder, Ard W.
|
|
2010
|
|
6 |
p. 511-520
10 p.
|
artikel
|
| 80 |
Physical education teachers’ self-reported use and perceptions of various teaching styles
|
Kulinna, Pamela Hodges
|
|
2003
|
|
6 |
p. 597-609
13 p.
|
artikel
|
| 81 |
Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment
|
Malmberg, Lars-Erik
|
|
2007
|
|
6 |
p. 739-754
16 p.
|
artikel
|
| 82 |
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
|
Lipowsky, Frank
|
|
2009
|
|
6 |
p. 527-537
11 p.
|
artikel
|
| 83 |
Responses to anomalous data on controversial topics and theory change
|
Mason, Lucia
|
|
2001
|
|
6 |
p. 453-483
31 p.
|
artikel
|
| 84 |
School support and teacher motivation to implement project-based learning
|
Lam, Shui-fong
|
|
2010
|
|
6 |
p. 487-497
11 p.
|
artikel
|
| 85 |
Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students
|
Tsai, Chin-Chung
|
|
2011
|
|
6 |
p. 757-769
13 p.
|
artikel
|
| 86 |
Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
|
Grau, Valeska
|
|
2012
|
|
6 |
p. 401-412
12 p.
|
artikel
|
| 87 |
Self-fulfilling prophecies in media-based learning: Content relevance moderates quality expectation effects on academic achievement
|
Haimerl, Charlotte
|
|
2010
|
|
6 |
p. 498-510
13 p.
|
artikel
|
| 88 |
Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach
|
Kimmel, Karen
|
|
2010
|
|
6 |
p. 449-464
16 p.
|
artikel
|
| 89 |
Studying mathematics learning in collective activity
|
Saxe, Geoffrey B.
|
|
1998
|
|
6 |
p. 489-501
13 p.
|
artikel
|
| 90 |
Talking for reasoning among Mexican primary school children
|
Rojas-Drummod, S
|
|
2003
|
|
6 |
p. 653-670
18 p.
|
artikel
|
| 91 |
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers
|
Bakkenes, Inge
|
|
2010
|
|
6 |
p. 533-548
16 p.
|
artikel
|
| 92 |
The CAEB: An instrument for measuring connotative aspects of epistemological beliefs
|
Stahl, Elmar
|
|
2007
|
|
6 |
p. 773-785
13 p.
|
artikel
|
| 93 |
The effect of experimental manipulation of student motivation on the situational representation of text
|
Schaffner, Ellen
|
|
2007
|
|
6 |
p. 755-772
18 p.
|
artikel
|
| 94 |
The effects of different modes of representation on the solution of one-step additive problems
|
Elia, Iliada
|
|
2007
|
|
6 |
p. 658-672
15 p.
|
artikel
|
| 95 |
The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics
|
Perea, Manuel
|
|
2012
|
|
6 |
p. 420-430
11 p.
|
artikel
|
| 96 |
The effects of realism in learning with dynamic visualizations
|
Scheiter, Katharina
|
|
2009
|
|
6 |
p. 481-494
14 p.
|
artikel
|
| 97 |
The impact of spatio-temporal constraints on cursive letter handwriting in children
|
Chartrel, Estelle
|
|
2008
|
|
6 |
p. 537-547
11 p.
|
artikel
|
| 98 |
The influence of cognitive test anxiety across the learning–testing cycle
|
Cassady, Jerrell C.
|
|
2004
|
|
6 |
p. 569-592
24 p.
|
artikel
|
| 99 |
The influence of domain knowledge on strategy use during simulation-based inquiry learning
|
Lazonder, Ard W.
|
|
2008
|
|
6 |
p. 580-592
13 p.
|
artikel
|
| 100 |
The role of achievement beliefs and behaviours in spontaneous reading acquisition
|
Fyrstén, Sanna
|
|
2006
|
|
6 |
p. 569-582
14 p.
|
artikel
|
| 101 |
The role of writing in learning from analogies
|
Klein, Perry D.
|
|
2007
|
|
6 |
p. 595-611
17 p.
|
artikel
|
| 102 |
The semantic effects of consulting a textual database on rewriting
|
Crinon, Jacques
|
|
2002
|
|
6 |
p. 605-626
22 p.
|
artikel
|
| 103 |
Third-grader's think-aloud protocols: Types of reading activities in reading an expository text
|
Schellings, Gonny
|
|
2006
|
|
6 |
p. 549-568
20 p.
|
artikel
|
| 104 |
Time course of elaborative inferences in reading as a function of prior vocabulary knowledge
|
Calvo, Manuel G
|
|
2003
|
|
6 |
p. 611-631
21 p.
|
artikel
|
| 105 |
Transfer from structured to open-ended problem solving in a computerized metacognitive environment
|
Kapa, Esther
|
|
2007
|
|
6 |
p. 688-707
20 p.
|
artikel
|
| 106 |
Tutor scaffolding styles of dilemma solving in network-based role-play
|
Pata, Kai
|
|
2005
|
|
6 |
p. 571-587
17 p.
|
artikel
|
| 107 |
Upper elementary school children’s understanding and solution of a quantitative problem inside and outside the mathematics class
|
Dewolf, Tinne
|
|
2011
|
|
6 |
p. 770-780
11 p.
|
artikel
|
| 108 |
“You're going to want to find out which and prove it”: collective argumentation in a mathematics classroom
|
Forman, Ellice A.
|
|
1998
|
|
6 |
p. 527-548
22 p.
|
artikel
|
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