Journal of educational psychology

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  Año 2011, Vol. 103, Número 1

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    Does discovery-based instruction enhance learning?

    Louis Alfieri, Patricia J. Brooks, Naomi J. Aldrich, Harriet R. Tenenbaum

    • Resumen

    págs. 1-18

    
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    Computer-based learning of neuroanatomy: A longitudinal study of learning, transfer, and retention.

    Julia H. Chariker, Farah Naaz, John R. Pani

    • Resumen

    págs. 19-31

    
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    Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions

    Roxana Moreno, Gamze Ozogul, Martin Reisslein

    • Resumen

    págs. 32-47

    
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    Does incorrect guessing impair fact learning?

    Sean H. K. Kang, Harold Pashler, Nicholas J. Cepeda, Doug Rohrer, Shana K. Carpenter, Michael C. Mozer

    • Resumen

    págs. 48-59

    
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    Spatially distributed instructions improve learning outcomes and efficiency

    Jooyoung Jang, Christian D. Schunn, Timothy J. Nokes-Malach

    • Resumen

    págs. 60-72

    
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    Learning by reviewing

    Kwangsu Cho, Charles MacArthur

    • Resumen

    págs. 73-84

    
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    Assessing knowledge of mathematical equivalence: A construct-modeling approach

    Bethany Rittle-Johnson, Percival G. Matthews, Roger S. Taylor, Katherine L. McEldoon

    • Resumen

    págs. 85-104

    
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    Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students

    Anastasiya A. Lipnevich, Carolyn MacCann, Stefan Krumm, Jeremy Burrus, Richard D. Roberts

    • Resumen

    págs. 105-118

    
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    Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study

    Debra Jared, Pierre Cormier, Betty Ann Levy, Lesly Wade-Woolley

    • Resumen

    págs. 119-139

    
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    Individualizing a web-based structure strategy intervention for fifth graders' comprehension of nonfiction

    Bonnie J. F. Meyer, Kausalai K. Wijekumar, Yu-Chu Lin

    • Resumen

    págs. 140-168

    
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    Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography

    Selma Babayigit, Rhona Stainthorp

    • Resumen

    págs. 169-189

    
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    Orthographic analogies and early reading: Evidence from a multiple clue word paradigm

    Robert S. Savage, Louise Deault, Julia Daki, Julie Aouad

    • Resumen

    págs. 190-205

    
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    Toward a model of social influence that explains minority student integration into the scientific community

    Mica Estrada, Anna Woodcock, Paul R. Hernandez, P. Wesley Schultz

    • Resumen

    págs. 206-222

    
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    Who is most at risk for school removal? A multilevel discrete-time survival analysis of individual- and context-level influences

    Hanno Petras, Katherine E. Masyn, Jacquelyn A. Buckley, Nicholas S. Ialongo, Sheppard G. Kellam

    • Resumen

    págs. 223-237

    
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    Separation of performance-approach and performance-avoidance achievement goals: A broader analysis

    Kou Murayama, Andrew J. Elliot, Shinji Yamagata

    • Resumen

    págs. 238-256

    
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    Correction to Estrada-Hollenbeck et al. (2010).

    • Resumen

    págs. 256-257