| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Are reading difficulties associated with bullying involvement?
|
Turunen, Tiina
|
|
2017
|
52 |
C |
p. 130-138
|
artikel
|
| 2 |
Conceptual explanations and understanding fraction comparisons
|
Geller, Emma H.
|
|
2017
|
52 |
C |
p. 122-129
|
artikel
|
| 3 |
Designs for learning about climate change as a complex system
|
Jacobson, Michael J.
|
|
2017
|
52 |
C |
p. 1-14
|
artikel
|
| 4 |
Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction
|
Eitel, Alexander
|
|
2017
|
52 |
C |
p. 36-45
|
artikel
|
| 5 |
EARLI Association News
|
|
|
2017
|
52 |
C |
p. v-vi
|
artikel
|
| 6 |
EARLI title page
|
|
|
2017
|
52 |
C |
p. iii-iv
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
2017
|
52 |
C |
p. IFC
|
artikel
|
| 8 |
Effects of fluency training on reading competence in primary school children: The role of prosody
|
Calet, Nuria
|
|
2017
|
52 |
C |
p. 59-68
|
artikel
|
| 9 |
Fourth-grade emergent bilinguals' uses of functional grammar analysis to talk about text
|
Symons, Carrie
|
|
2017
|
52 |
C |
p. 102-111
|
artikel
|
| 10 |
How to sequence video modeling examples and inquiry tasks to foster scientific reasoning
|
Kant, Juliane M.
|
|
2017
|
52 |
C |
p. 46-58
|
artikel
|
| 11 |
Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
|
Praetorius, Anna-Katharina
|
|
2017
|
52 |
C |
p. 148-160
|
artikel
|
| 12 |
Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach
|
Roussel, Stéphanie
|
|
2017
|
52 |
C |
p. 69-79
|
artikel
|
| 13 |
Leveraging social networking sites for knowledge co-construction: Positive effects of argumentation structure, but premature knowledge consolidation after individual preparation
|
Tsovaltzi, Dimitra
|
|
2017
|
52 |
C |
p. 161-179
|
artikel
|
| 14 |
Manipulating cognitive engagement in preparation-to-collaborate tasks and the effects on learning
|
Lam, Rachel
|
|
2017
|
52 |
C |
p. 90-101
|
artikel
|
| 15 |
Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance
|
Södervik, Ilona
|
|
2017
|
52 |
C |
p. 139-147
|
artikel
|
| 16 |
Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement
|
Lösch, Thomas
|
|
2017
|
52 |
C |
p. 80-89
|
artikel
|
| 17 |
The impact of immediate test score reporting on university students' achievement emotions in the context of computer-based multiple-choice exams
|
Daniels, Lia M.
|
|
2017
|
52 |
C |
p. 27-35
|
artikel
|
| 18 |
What you see is what you remember? Depictions of historical figures influence memory for historical facts
|
Merkt, Martin
|
|
2017
|
52 |
C |
p. 112-121
|
artikel
|
| 19 |
Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations
|
Thomm, Eva
|
|
2017
|
52 |
C |
p. 15-26
|
artikel
|
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