Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? [0.03%]
学生是否根据题目的难易程度有效调节自测行为？
Sabrina Badali,Katherine A Rawson,John Dunlosky
Sabrina Badali
Retrieval practice is beneficial for both easy-to-learn and difficult-to-learn materials, but scant research has examined students' use of self-testing for items of varying difficulty. In two experiments, we investigated whether students di...
Epistemic Beliefs in Science-A Systematic Integration of Evidence From Multiple Studies [0.03%]
科学领域的认识信念——来自多项研究的证据的系统整合
Julia Schiefer,Peter A Edelsbrunner,Andrea Bernholt et al.
Julia Schiefer et al.
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study charact...
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments [0.03%]
反驳性文本促进学习：被试间实验的元分析研究
Noah L Schroeder,Aurelia C Kucera
Noah L Schroeder
Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics. Refutation text is one instructional tool for a...
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance [0.03%]
重新审视担忧在解释测试焦虑和测试表现之间的关系的作用
Frieder L Schillinger,Jochen A Mosbacher,Clemens Brunner et al.
Frieder L Schillinger et al.
The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students' tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been ide...
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading [0.03%]
Bowers (2020)的评论以及拼音教学在阅读中的作用
Jack M Fletcher,Robert Savage,Sharon Vaughn
Jack M Fletcher
Bowers (2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We iden...
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct [0.03%]
归属的需求：探究一个基础概念的起源、影响及其未来展望
Kelly-Ann Allen,DeLeon L Gray,Roy F Baumeister et al.
Kelly-Ann Allen et al.
The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and s...
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) [0.03%]
数字化环境中的认知情意社会学习理论(CASTLE)
Sascha Schneider,Maik Beege,Steve Nebel et al.
Sascha Schneider et al.
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Bas...
Karel Kreijns,Kate Xu,Joshua Weidlich
Karel Kreijns
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as p...
Alyssa P Lawson,Richard E Mayer
Alyssa P Lawson
Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating processes during learning. The present experiments examine whether the genera...
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load [0.03%]
优化教学材料的五大策略——认知负荷的教师管理与学员自管
Juan C Castro-Alonso,Bjorn B de Koning,Logan Fiorella et al.
Juan C Castro-Alonso et al.
Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problem...