The Development and Validation of Scales Assessing Students' Achievement Goal Orientations [0.03%]
学生成就目标倾向测量量表的编制与检验
C Midgley,A Kaplan,M Middleton et al.
C Midgley et al.
Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal ...
Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations [0.03%]
从解答例中学习：范例的变异性以及引发自我解释的作用
A Renkl,R Stark,H Gruber et al.
A Renkl et al.
It was investigated to what extent example variability and the elicitation of sophisticated self-explanations foster the acquisition of transferable knowledge by learning from worked-out examples. In addition, it was asked whether the effec...
Accessing Prior Knowledge to Remember Text: A Comparison of Advance Organizers and Maps [0.03%]
调动先备知识加强文本记忆：先行组织者和概念图的比较研究
NH Schwartz,LS Ellsworth,L Graham et al.
NH Schwartz et al.
Two theories, schema and dual coding, and the conjoint retention model were contrasted to explain the role of geographic familiarity and prior knowledge in map-passage retention. One hundred, eighty-six college students listened to a passag...
Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students [0.03%]
学业准备不足（发展性）和正常录取的大学生自我调节行为的比较研究
K Ley,DB Young
K Ley
Although there is evidence that self-regulated learning processes, such as self-efficacy and goal setting, are significantly related to academic success most studies have not included participants from the one third of the entering college ...
M Lanca
M Lanca
Contour map learning may require three-dimensional representation of the area depicted by a contour map. The purpose of the study was to test the hypothesis that participants created three-dimensional mental representations of contour maps ...
Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes [0.03%]
认知负荷和学习者专业知识：注解阅读中的分心效应和冗余效应
AS Yeung,P Jin,J Sweller
AS Yeung
Five experiments were conducted to examine the effects of cognitive load management using explanatory notes in reading passages for readers with different levels of expertise. Experiment 1 found that explanatory notes improved 5th-grade, fi...
Recall of Descriptive Information: The Roles of Presentation Format, Annotation Strategy, and Individual Differences [0.03%]
呈现方式、注解策略和个体差异在描述性信息提取中的作用
JL Moreland,DF Dansereau,TL Chmielewski
JL Moreland
The benefits of using a comprehensive annotation strategy (employing underlining/circling, making connections, asking questions, and making comments) with knowledge maps (spatial/verbal arrays) and traditional, linear text to improve free r...
Metamemory Assessment and Memory Behavior in a Simulated Memory Professional Task [0.03%]
模拟记忆专业任务中的元记忆评估与记忆行为
N Huet,C Mariné
N Huet
This study investigated metamemory knowledge related to a professional task and the relationships between metamemory knowledge and memory performance in a simulated professional task, which was a beverage-service job with memory constraints...
CSH Ho,FSF Cheng
CSH Ho
The present study examined whether children's variation in arithmetic performance was related to differences in their understanding of place-value. Training in place-value concepts was provided to a group of Chinese children who were poor i...