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Learning and Instruction

December 2009 Volume 19, Number 6

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Table of Contents

Number of articles: 7

  1. Dynamic task selection: Effects of feedback and learner control on efficiency and motivation

    Gemma Corbalan, Liesbeth Kester & Jeroen J.G. van Merriënboer

    Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected... More

    pp. 455-465

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  2. Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors

    George Manolitsis, George Georgiou, Kathy Stephenson & Rauno Parrila

    We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian ( More

    pp. 466-480

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  3. The effects of realism in learning with dynamic visualizations

    Katharina Scheiter, Peter Gerjets, Thomas Huk, Birgit Imhof & Yvonne Kammerer

    Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis).... More

    pp. 481-494

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  4. Combining cognitive and affective support in order to promote learning

    Thomas Huk & Stefan Ludwigs

    The present study investigated the impact of cognitive and affective support intervention on the learning outcomes of learners working with a simulation in economics. Cognitive support was given by... More

    pp. 495-505

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  5. Mothers' parenting practices and adolescents' learning from their mistakes in class: The mediating role of adolescent's self-disclosure

    Guy Roth, Tali Ron & Mordechai Benita

    This study examined 126 students' (14–16 years of age; 66 females) perceptions of self-disclosure to their mothers with respect to their mistakes in class activities. Specifically, we hypothesized ... More

    pp. 506-512

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  6. Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study

    Kristin Krajewski & Wolfgang Schneider

    This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number... More

    pp. 513-526

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  7. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

    Frank Lipowsky, Katrin Rakoczy, Christine Pauli, Barbara Drollinger-Vetter, Eckhard Klieme & Kurt Reusser

    This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students'... More

    pp. 527-537

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