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There are 29203 results for: content related to: A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples

  1. Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects

    Applied Cognitive Psychology

    Volume 31, Issue 3, May/June 2017, Pages: 265–280, Jose Hanham, Wayne Leahy and John Sweller

    Version of Record online : 24 APR 2017, DOI: 10.1002/acp.3324

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    The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning

    Cognitive Science

    Volume 36, Issue 5, July 2012, Pages: 757–798, Kenneth R. Koedinger, Albert T. Corbett and Charles Perfetti

    Version of Record online : 9 APR 2012, DOI: 10.1111/j.1551-6709.2012.01245.x

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    Toward an Instructionally Oriented Theory of Example-Based Learning

    Cognitive Science

    Volume 38, Issue 1, January/February 2014, Pages: 1–37, Alexander Renkl

    Version of Record online : 24 SEP 2013, DOI: 10.1111/cogs.12086

  4. Example-based learning: Effects of model expertise in relation to student expertise

    British Journal of Educational Psychology

    Volume 80, Issue 4, December 2010, Pages: 557–566, Paul Boekhout, Tamara van Gog, Margje W. J. van de Wiel, Dorien Gerards-Last and Jacques Geraets

    Version of Record online : 7 JAN 2011, DOI: 10.1348/000709910X497130

  5. Segmentation of Worked Examples: Effects on Cognitive Load and Learning

    Applied Cognitive Psychology

    Volume 26, Issue 3, May/June 2012, Pages: 352–358, Ingrid A. E. Spanjers, Tamara van Gog and Jeroen J. G. van Merriënboer

    Version of Record online : 21 SEP 2011, DOI: 10.1002/acp.1832

  6. Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy

    Applied Cognitive Psychology

    Volume 28, Issue 3, May/June 2014, Pages: 382–391, Martine Baars, Tamara van Gog, Anique de Bruin and Fred Paas

    Version of Record online : 19 FEB 2014, DOI: 10.1002/acp.3008

  7. The effects of understanding rules and a worked example on the acquisition of procedural knowledge and task performance

    Accounting & Finance

    Volume 39, Issue 2, July 1999, Pages: 177–203, Monte B. Wynder and Peter F. Luckett

    Version of Record online : 18 DEC 2002, DOI: 10.1111/1467-629X.00023

  8. Developing procedural flexibility: Are novices prepared to learn from comparing procedures?

    British Journal of Educational Psychology

    Volume 82, Issue 3, September 2012, Pages: 436–455, Bethany Rittle-Johnson, Jon R. Star and Kelley Durkin

    Version of Record online : 28 JUN 2011, DOI: 10.1111/j.2044-8279.2011.02037.x

  9. Using cognitive load theory to structure computer-based learning including MOOCs

    Journal of Computer Assisted Learning

    Volume 33, Issue 4, August 2017, Pages: 293–305, O. Chen, G. Woolcott and J. Sweller

    Version of Record online : 20 MAR 2017, DOI: 10.1111/jcal.12188

  10. Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?

    Journal of Computer Assisted Learning

    Volume 27, Issue 2, April 2011, Pages: 133–145, J.J. Vogel-Walcutt, J.B. Gebrim, C. Bowers, T.M. Carper and D. Nicholson

    Version of Record online : 28 OCT 2010, DOI: 10.1111/j.1365-2729.2010.00381.x

  11. Cognitive load theory, modality of presentation and the transient information effect

    Applied Cognitive Psychology

    Volume 25, Issue 6, November/December 2011, Pages: 943–951, Wayne Leahy and John Sweller

    Version of Record online : 15 FEB 2011, DOI: 10.1002/acp.1787

  12. Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples?

    Applied Cognitive Psychology

    Volume 21, Issue 6, September 2007, Pages: 747–764, Mary Margaret Lusk and Robert K. Atkinson

    Version of Record online : 22 AUG 2007, DOI: 10.1002/acp.1347

  13. The effect of guiding questions on students’ performance and attitude towards statistics

    British Journal of Educational Psychology

    Volume 82, Issue 2, June 2012, Pages: 340–359, Luc Budé, M. W. J. van de Wiel, Tjaart Imbos and Martijn P. F. Berger

    Version of Record online : 19 APR 2011, DOI: 10.1111/j.2044-8279.2011.02031.x

  14. Optimizing Worked-Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem-Solving Practice

    Journal of Engineering Education

    Volume 98, Issue 1, January 2009, Pages: 83–92, Roxana Moreno, Martin Reisslein and Gamze Ozogul

    Version of Record online : 2 JAN 2013, DOI: 10.1002/j.2168-9830.2009.tb01007.x

  15. Learning By Tracing Worked Examples

    Applied Cognitive Psychology

    Volume 30, Issue 2, March/April 2016, Pages: 160–169, Paul Ginns, Fang-Tzu Hu, Erin Byrne and Janette Bobis

    Version of Record online : 26 SEP 2015, DOI: 10.1002/acp.3171

  16. Some cognitive processes and their consequences for the organisation and presentation of information

    Australian Journal of Psychology

    Volume 45, Issue 1, April 1993, Pages: 1–8, John Sweller

    Version of Record online : 2 FEB 2011, DOI: 10.1080/00049539308259112

  17. Effectiveness of Combining Worked Examples and Deliberate Practice for High School Geometry

    Applied Cognitive Psychology

    Volume 28, Issue 5, September/October 2014, Pages: 685–692, Mariya Pachman, John Sweller and Slava Kalyuga

    Version of Record online : 10 JUL 2014, DOI: 10.1002/acp.3054

  18. The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving

    British Journal of Educational Psychology

    Volume 75, Issue 1, March 2005, Pages: 71–85, Liesbeth Kester, Paul A. Kirschner and Jeroen J. G. van Merriënboer

    Version of Record online : 31 DEC 2010, DOI: 10.1348/000709904X19254

  19. Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving

    Journal of Engineering Education

    Volume 96, Issue 1, January 2007, Pages: 45–56, Jana Reisslein, Howard Sullivan and Martin Reisslein

    Version of Record online : 2 JAN 2013, DOI: 10.1002/j.2168-9830.2007.tb00914.x

  20. Problem format and presentation sequence: effects on learning and mental effort among US high school students

    Applied Cognitive Psychology

    Volume 20, Issue 3, April 2006, Pages: 299–309, Zane Olina, Robert Reiser, Xiaoxia Huang, Jung Lim and Sanghoon Park

    Version of Record online : 12 APR 2006, DOI: 10.1002/acp.1246