Acceso usuarios
Katherine Muenks, Allan Wigfield, Ji Seung Yang, Colleen R. O'Neal
págs. 599-620
Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.
Justin W. Vollet, Thomas Kindermann, Ellen A. Skinner
págs. 621-634
It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task.
Logan Fiorella, Tamara van Gog, Vincent Hoogerheide, Richard E. Mayer
págs. 653-665
Can collaborative learning improve the effectiveness of worked examples in learning mathematics?
Endah Retnowati, Paul Ayres, John Sweller
págs. 666-679
Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study.
David C. Geary, Alan Nicholas, Yaoran Li, Jianguo Sun
págs. 680-693
Working memory strategies during rational number magnitude processing.
Michelle Hurst, Sara Cordes
págs. 694-708
Phonological processing in children with specific reading disorder versus typical learners
Janin Brandenburg, Julia Klesczewski, Kirsten Schuchardt, Anne Fischbach, Gerhard Büttner, Marcus Hasselhorn
págs. 709-726
Peer influence on children’s reading skills: A social network analysis of elementary school classrooms.
North Cooc, James S. Kim
págs. 727-740
