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Learning and Instruction

August 2013 Volume 26, Number 1

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Table of Contents

Number of articles: 6

  1. Using online measures to determine how learners process instructional explanations

    Emilio Sánchez & Héctor García-Rodicio

    The goal of the present study was to examine the mechanisms underlying a strategy that we developed to make instructional explanations effective. In two experiments participants learned about plate... More

    pp. 1-11

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  2. Beyond ball-and-stick: Students' processing of novel STEM visualizations

    Scott R. Hinze, David N. Rapp, Vickie M. Williamson, Mary Jane Shultz, Ghislain Deslongchamps & Kenneth C. Williamson

    Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to ... More

    pp. 12-21

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  3. The heuristic interpretation of box plots

    Stephanie Lem, Patrick Onghena, Lieven Verschaffel & Wim Van Dooren

    Box plots are frequently used, but are often misinterpreted by students. Especially the area of the box in box plots is often misinterpreted as representing number or proportion of observations,... More

    pp. 22-35

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  4. When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning

    Henrik Saalbach, Doris Eckstein, Nicoletta Andri, Reto Hobi & Roland H. Grabner

    Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings... More

    pp. 36-44

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  5. Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning

    Jennifer G. Cromley, Bradley W. Bergey, Shannon Fitzhugh, Nora Newcombe, Theodore W. Wills, Thomas F. Shipley & Jacqueline C. Tanaka

    Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best... More

    pp. 45-58

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  6. Instability of children's reading errors in bisyllabic words: The role of context-sensitive spelling rules

    Esther G. Steenbeek-Planting, Wim H.J. van Bon & Robert Schreuder

    We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, as a function of the complexity of context-sensitive... More

    pp. 59-70

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