| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Benefits of “concreteness fading” for children's mathematics understanding
|
Fyfe, Emily R.
|
|
2015
|
35 |
C |
p. 104-120
17 p.
|
artikel
|
| 2 |
Cognitive load of critical thinking strategies
|
Shehab, Hanem M.
|
|
2015
|
35 |
C |
p. 51-61
11 p.
|
artikel
|
| 3 |
Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains
|
Marsh, Herbert W.
|
|
2015
|
35 |
C |
p. 16-32
17 p.
|
artikel
|
| 4 |
EARLI Association News
|
|
|
2015
|
35 |
C |
p. v-ix
nvt p.
|
artikel
|
| 5 |
EARLI title page
|
|
|
2015
|
35 |
C |
p. iii-iv
nvt p.
|
artikel
|
| 6 |
Editorial board/Publication information
|
|
|
2015
|
35 |
C |
p. IFC-
1 p.
|
artikel
|
| 7 |
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
|
Kiemer, Katharina
|
|
2015
|
35 |
C |
p. 94-103
10 p.
|
artikel
|
| 8 |
Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study
|
Kigel, Rebecca M.
|
|
2015
|
35 |
C |
p. 73-84
12 p.
|
artikel
|
| 9 |
Getting the point: Tracing worked examples enhances learning
|
Hu, Fang-Tzu
|
|
2015
|
35 |
C |
p. 85-93
9 p.
|
artikel
|
| 10 |
Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing
|
Stalbovs, Kim
|
|
2015
|
35 |
C |
p. 1-15
15 p.
|
artikel
|
| 11 |
Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations?
|
Schüler, Anne
|
|
2015
|
35 |
C |
p. 62-72
11 p.
|
artikel
|
| 12 |
The association between numerical magnitude processing and mental versus algorithmic multi-digit subtraction in children
|
Linsen, Sarah
|
|
2015
|
35 |
C |
p. 42-50
9 p.
|
artikel
|
| 13 |
The dimensions of written expression: Language group and gender differences
|
Babayiğit, Selma
|
|
2015
|
35 |
C |
p. 33-41
9 p.
|
artikel
|
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