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. |
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