Acceso usuarios
Retrieval practice & Bloom’s taxonomy: do students need fact knowledge before higher order learning?
Pooja K. Agarwal
págs. 189-209
Barbara Flunger, Axel Mayer, Nora Umbach
págs. 210-234
Coordinating visual and auditory cueing in multimedia learning
Heping Xie, Richard E. Mayer, Fuxing Wang, Zongkui Zhou
págs. 235-255
Predicting age of becoming a cardinal principle knower
David C. Geary, Kristy vanMarle, Felicia W. Chu, Mary K. Hoard, Lara Nugent
págs. 256-267
Seeing is believing: Task-exposure specificity and the development of mathematics self-efficacy evaluations
Francesca Borgonovi, Artur Pokropek
págs. 268-283
Raising early achievement in math with interactive apps
Laura A. Outhwaite, Marc Faulder, Anthea Gulliford, Nicola J. Pitchford
págs. 284-298
Reading and math tests differentially predict number transcoding and number fact speed longitudinally: A random intercept cross-lagged panel approach.
Jacob M. Paul, Sarah A. Gray, Brian L. Butterworth, Robert A. Reeve
págs. 299-313
Automaticity of word recognition is a unique predictor of reading fluency in middle-school students
Tanja C. Roembke, Eliot Hazeltine, Deborah K. Reed, Bob McMurray
págs. 314-330
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, A. Katrin Arens
págs. 331-353
Basic psychological need satisfaction toward learning: A longitudinal test of mediation using bifactor exploratory structural equation modeling
Alex C. Garn, Alexandre J.S. Morin, Chris Lonsdale
págs. 354-372
