| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention
|
Congdon, Eliza L.
|
|
2017
|
50 |
C |
p. 65-74
10 p.
|
artikel
|
| 2 |
Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition
|
ter Vrugte, Judith
|
|
2017
|
50 |
C |
p. 44-53
10 p.
|
artikel
|
| 3 |
Do cognitive and metacognitive processes set the stage for each other?
|
Roelle, Julian
|
|
2017
|
50 |
C |
p. 54-64
11 p.
|
artikel
|
| 4 |
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers
|
Aldrup, Karen
|
|
2017
|
50 |
C |
p. 21-30
10 p.
|
artikel
|
| 5 |
EARLI Association News
|
|
|
2017
|
50 |
C |
p. v-vi
nvt p.
|
artikel
|
| 6 |
EARLI title page
|
|
|
2017
|
50 |
C |
p. iii-iv
nvt p.
|
artikel
|
| 7 |
Editorial board/Publication information
|
|
|
2017
|
50 |
C |
p. IFC-
1 p.
|
artikel
|
| 8 |
High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values
|
Supanc, Marina
|
|
2017
|
50 |
C |
p. 75-84
10 p.
|
artikel
|
| 9 |
Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy
|
Benita, Moti
|
|
2017
|
50 |
C |
p. 14-20
7 p.
|
artikel
|
| 10 |
Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement
|
Xenidou-Dervou, Iro
|
|
2017
|
50 |
C |
p. 1-13
13 p.
|
artikel
|
| 11 |
The influence of achievement goals on collaborative interactions and knowledge convergence
|
Mercier, Emma M.
|
|
2017
|
50 |
C |
p. 31-43
13 p.
|
artikel
|
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