Learning and Instruction
August 2013 Volume 26, Number 1
Table of Contents
Number of articles: 6
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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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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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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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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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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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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