TL;DR: In this article, the authors present a meta-analytic analysis on the instructional benefits of reducing split attention between spatially or temporally disparate but related elements of information, including the effect of a hypothesised moderator, the complexity of learning materials, and the amount of learning material.

TL;DR: Worked examples not only provide us with an effective instructional procedure that contradicts some instructional movements that arose in the 1960s and 1970s and that still have some currency, the worked example effect throws light on the very foundations of human cognition.

TL;DR: In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of time and mental effort during training and test, and adding process information to worked examplesWould increase investment of effort duringTraining and enhance transfer performance; whereas adding it to conventional problems would increase invest of effort, but would not positively affect transfer performance.

TL;DR: The authors found that epistemological understanding was a significant predictor of all three components of argumentation skills for both controversial topics, and participants at the evaluativist level of overall epistemology understanding generated arguments, counterarguments, and rebuttals of a higher quality than participants at a multiplist level.

TL;DR: This article explored how learning from traditional molar worked-out examples, focusing on problem categories and their associated overall solution procedures, as well as from more efficient modular worked out examples, where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements.

TL;DR: In this article, the effects of team-skills training on collaborative learning in a university setting were investigated under three conditions: trained-together, re-assigned and no training.

TL;DR: In this article, a word association procedure for assessing conceptual change in science education, leaning on the presuppositions of the theory of social representations, was applied both before and after a university population ecology course.

TL;DR: This study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge.

TL;DR: In this article, the effectiveness of presenting more than one solution method by means of worked-out examples was investigated and no positive effect was found for instructional support for multiple solutions fostered learning.

TL;DR: The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory is provided.

TL;DR: This article assessed the impact of a training program, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness and found that the experimental groups achieved greater progress in the phonemic tests than the control groups.

TL;DR: In this paper, the authors focus on professionals' views on knowledge and knowing in learning from conversations and investigate how learning teams of professionals evaluate knowledge exchange and knowledge explication as knowledge productive.

TL;DR: An alternative schema-based rapid assessment technique based on an assessment of the extent to which working memory limits have been altered by solution schemas held in long-term memory in the area of arithmetic word problem solving is described.

TL;DR: This article examined the reading activities of young readers while reading an expository text and found that reading strategies were related to reading errors, reproduction, and activities referring to reading strategies, and that reading strategy index was correlated with reading comprehension as measured by standardized tests.

TL;DR: In this article, the role of evaluation in mathematics in 749 elementary school children was examined and the macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition.

TL;DR: In this article, the authors focus on how much motivational value students attribute to each particular component of learning environments and in what degree is such value mediated by students' motivational orientations.

TL;DR: In this paper, the integration of elements from different sources (verbal descriptions and pictorial depictions) required more working memory resources than integrating only depictive elements, and the results yield evidence for the proposed internal structure of Schnotz and Bannert's model, with regard to individual differences in working memory capacity, cognitive load and the design of multimedia-supported learning tasks.

TL;DR: This article studied children's conceptions of the writing process while the complex cognitive activity of writing is carried out through a pictorial representation of writing process and found significant developmental changes in the focus of children's ideas about writing.

TL;DR: For instance, this article investigated conceptions of knowledge and beliefs among 242 Italian and 231 American college students and found that the influence of culture in general and schooling in particular in the development of epistemological beliefs.

TL;DR: In this article, the authors compared transfer performed by subjects trained to solve verbal analogies, with transfer by subject trained to construct them, and found that the constructors' advantage was attributed primarily to higher-level activation of the three significant metacomponents: problem recognition, strategy planning and supervision in task performance.

TL;DR: It is concluded that graphotactic rules in Dutch orthography complicate Dutch word identification from an early stage of development and continue to play a complicating role in the word identification process of adult readers.

TL;DR: In this paper, the authors investigated how seemingly neutral rating scales and multiple-choice questions might have an impact on the results of such evaluations and found that participants' ratings and answers were strongly influenced by all these manipulations.

TL;DR: This paper examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction, and found that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6½.

TL;DR: In this paper, a theoretical model that hypothesized relationships between several variables from input, process and product in an educational setting, from the university student's perspective, using structural equation modeling was presented.

TL;DR: This paper examined the utility of implicit learning as a method for teaching atomic bonding rules to 11e12 year old school children, and found that implicit learning was much more effective when more explicit ways of teaching were employed.

TL;DR: In this paper, a voluntary tutor-based training program, socially disadvantaged adolescents acquired basic computer skills from tutors, and the adolescents' self-esteem increased throughout the program, and they identified a significant interaction between the tutees' immigration status and training group.

TL;DR: In this article, the authors investigated variant and invariant physics teaching patterns across time and topics, focusing on three perspectives: (1) organisation of activities, (2) quality of teacher-student interactions, and (3) students' perception of learning conditions.

TL;DR: This paper examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel.

TL;DR: A theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting is developed.