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Learning and Instruction

April 2012 Volume 22, Number 2

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Table of Contents

Number of articles: 6

  1. Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation

    Caroline Villiger, Alois Niggli, Christian Wandeler & Sabine Kutzelmann

    This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders ( More

    pp. 79-91

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  2. Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

    Anne Schüler, Katharina Scheiter, Ralf Rummer & Peter Gerjets

    The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students ( More

    pp. 92-102

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  3. Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study

    Leila E. Ferguson, Ivar Bråten & Helge I. Strømsø

    This study used think-aloud methodology to investigate 51 Norwegian undergraduates’ topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of ... More

    pp. 103-120

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  4. Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

    Danny Kostons, Tamara van Gog & Fred Paas

    For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task.... More

    pp. 121-132

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  5. Cognitive efficiency: A conceptual and methodological comparison

    Bobby Hoffman

    Cognitive efficiency (CE) is generally defined as qualitative increases in knowledge gained in relation to the time and effort invested in knowledge acquisition. Across disciplines, limited... More

    pp. 133-144

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  6. Dynamics of affective states during complex learning

    Sidney D’Mello & Art Graesser

    We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive ... More

    pp. 145-157

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