Journal of educational psychology

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  Año 2011, Vol. 103, Número 4

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    Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.

    Daniel L. Schwartz, Catherine C. Chase, Marily A. Oppezzo, Doris B. Chin

    • Resumen

    págs. 759-775

    
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    When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.

    Priya K. Nihalani, Michael C. Mayrath, Daniel H. Robinson

    • Resumen

    págs. 776-785

    
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    Basic calculation proficiency and mathematics achievement in elementary school children.

    Richard Cowan, Chris Donlan, Donna-Lynn Shepherd, Rachel Cole-Fletcher, Matthew Saxton, Jane Hurry

    • Resumen

    págs. 786-803

    
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    Effects of face-to-face and computer-mediated constructive controversy on social interdependence, motivation, and achievement.

    Cary J. Roseth, Andy J. Saltarelli, Chris R. Glass

    • Resumen

    págs. 804-820

    
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    Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children.

    H. Lee Swanson

    • Resumen

    págs. 821-837

    
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    The influence of working memory and phonological processing on English language learner children's bilingual reading and language acquisition.

    H. Lee Swanson, Michael J. Orosco, Cathy M. Lussier, Michael M. Gerber, Danielle A. Guzman-Orth

    • Resumen

    págs. 838-856

    
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    Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years.

    Jason L. Anthony, Jeffrey M. Williams, Lillian K. Durán, Sandra Laing Gillam, Lan Liang, Rachel Aghara, Paul R. Swank, Mike A. Assel, Susan H. Landry

    • Resumen

    págs. 857-876

    
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    What readers have and do: Effects of students' verbal ability and reading time components on comprehension with and without text availability.

    Sascha Schroeder

    • Resumen

    págs. 877-896

    
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    What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language.

    Jinger Pan, Catherine McBride-Chang, Hua Shu, Hongyun Liu, Yuping Zhang, Hong Li

    • Resumen

    págs. 897-908

    
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    Executive functioning skills uniquely predict Chinese word reading

    Kevin K. H. Chung, Catherine McBride-Chang

    • Resumen

    págs. 909-921

    
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    Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial.

    Joachim C. Brunstein, Cornelia Glaser

    • Resumen

    págs. 922-938

    
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    Is silence golden? Elementary school teachers' strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children.

    Robert J. Coplan, Kathleen Hughes, Sandra Bosacki, Linda Rose-Krasnor

    • Resumen

    págs. 939-951

    
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    Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation.

    Thamar Voss, Mareike Kunter, Jürgen Baumert

    • Resumen

    págs. 952-969

    
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    The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components.

    A. Katrin Arens, Alexander Seeshing Yeung, Rhonda G. Craven, Marcus Hasselhorn

    • Resumen

    págs. 970-981

    
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    The family-study interface and academic outcomes: Testing a structural model

    Marieke Meeuwisse, Marise Ph. Born, Sabine Severiens

    • Resumen

    págs. 982-990