To add or to multiply? An investigation of the role of preference in children's solutions of word problems
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Tine Degrande, Lieven Verschaffel, Wim Van DoorenAbstractPrevious research has shown that upper primary school children frequently erroneously solve additive word problems multiplicatively, while younger children frequently erroneously solve multiplicative word problems additively. It has been suggested that children's preference for additive or multiplicative relations explains these errors, besides their lacking skills, but this claim has not been tested empirically yet. Therefore, we administered four test instruments (a word problem test, ...
Source: Learning and Instruction - February 14, 2019 Category: Psychiatry & Psychology Source Type: research

Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?
This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive act...
Source: Learning and Instruction - February 5, 2019 Category: Psychiatry & Psychology Source Type: research

Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): David W. Putwain, Laura J. Nicholson, Reinhard Pekrun, Sandra Becker, Wendy SymesAbstractThe aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above th...
Source: Learning and Instruction - January 18, 2019 Category: Psychiatry & Psychology Source Type: research

The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): John Jerrim, Mary Oliver, Sam SimsAbstractInquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little eviden...
Source: Learning and Instruction - January 12, 2019 Category: Psychiatry & Psychology Source Type: research

Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Guido Makransky, Thomas S. Terkildsen, Richard E. MayerAbstractThe main objective of this study was to investigate the potential of combining subjective and objective measures of learning process to uncover the mechanisms underlying the spatial contiguity effect in multimedia learning. The subjective measures of learning process were self-reported cognitive load ratings and the objective measures were eye-tracking and EEG measures. Learning outcome was measured by scores on retention and transfer posttests. A sample of 78 university students p...
Source: Learning and Instruction - January 10, 2019 Category: Psychiatry & Psychology Source Type: research

Text difficulty, topic interest, and mind wandering during reading
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Alexander Soemer, Ulrich SchiefeleAbstractThe present article deals with the question of how the difficulty of a text affects a reader's tendency to engage in task-unrelated thinking (mind wandering) during reading, and the potential role of topic interest as a mediator of the relation between text difficulty and mind wandering. Two-hundred and sixteen participants read three texts with each text either being easy, moderate, or difficult in terms of readability and cohesion. From time to time during reading, participants were interrupted and r...
Source: Learning and Instruction - January 8, 2019 Category: Psychiatry & Psychology Source Type: research

Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, fe...
Source: Learning and Instruction - January 5, 2019 Category: Psychiatry & Psychology Source Type: research

Science for all: Boosting the science motivation of elementary school students with utility value intervention
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Da-Jung Diane Shin, Minhye Lee, Jung Eun Ha, Jin Hyun Park, Hyun Seon Ahn, Elena Son, Yoonkyung Chung, Mimi BongAbstractThe need for students to learn science, technology, engineering, and mathematics (STEM) has increased steadily, while student motivation in this area continues to fall behind. We investigated the effects of science utility value intervention in increasing the science motivation (i.e., interest in science, appreciation of the role of science in future careers, and intention to engage in science-related activities) of Korean 5...
Source: Learning and Instruction - December 19, 2018 Category: Psychiatry & Psychology Source Type: research

At their children's expense: How parents' gender stereotypes affect their children's reading outcomes
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Francesca Muntoni, Jan RetelsdorfAbstractFollowing expectancy-value theory, we investigated the role parents' reading-related gender stereotypes favoring girls play in explaining students' reading-related competence beliefs, intrinsic task values, and achievement. Drawing on a sample of 1508 students (49% girls, age at T1: 10.89 years) from 60 schools in Germany, we collected data at the beginning of Grade 5 and in the second half of Grade 6 using parent and student questionnaires. Structural equation modeling yielded two main results: First,...
Source: Learning and Instruction - December 14, 2018 Category: Psychiatry & Psychology Source Type: research

Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
This study investigated whether scaffolding has a similar, positive effect on the learning of peer-assessment tasks. We hypothesised that: (1) domain-specific scaffolding improves domain-specific accuracy and reduces time on task and perceived mental effort, and (2) peer-assessment scaffolding improves peer-assessment accuracy and reduces time on task and perceived mental effort. Additionally, we explored whether there was an interaction between domain-specific and peer-assessment scaffolding. In a 2x2 experiment with the factors domain-specific scaffolding (present, absent) and peer-assessment scaffolding (present, absent...
Source: Learning and Instruction - December 14, 2018 Category: Psychiatry & Psychology Source Type: research

Struggling writers in elementary school: Capturing drivers of performance
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Julie E. Dockrell, Vincent Connelly, Barbara ArfèAbstractConceptualising the difficulties experienced by struggling writers in middle elementary school is of both theoretical and practical importance. To further our understanding of the problems experienced by struggling writers we aimed to identify the writing measure which best discriminated struggling writers from their peers, and the proximal and distal factors which contributed to performance. The performance of 96 students (Mean age 10; 4), 39 of whom were independently identifie...
Source: Learning and Instruction - December 8, 2018 Category: Psychiatry & Psychology Source Type: research

Dyadic executive function effects in children's collaborative hypermedia learning
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Cindy Paans, Eliane Segers, Inge Molenaar, Ludo VerhoevenAbstractThe current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-p...
Source: Learning and Instruction - December 6, 2018 Category: Psychiatry & Psychology Source Type: research

Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
This study reviews the effectiveness of an extracurricular paired reading program to enhance the reading of struggling readers. For the first time, two program conditions are compared within one study: parent tutors and volunteer tutors. The program was implemented within a randomized controlled field trial; its effects on reading fluency and reading ability were investigated on a sample of 198 Swiss third graders with reading difficulties. The findings revealed that volunteers outperformed parents: Children who trained with volunteers developed significantly better reading fluency after 20 weeks (d = .21). However, the ma...
Source: Learning and Instruction - December 3, 2018 Category: Psychiatry & Psychology Source Type: research

Sensitivity of test items to teaching quality
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Alexander Naumann, Svenja Rieser, Stephanie Musow, Jan Hochweber, Johannes HartigAbstractInstructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school scienc...
Source: Learning and Instruction - December 1, 2018 Category: Psychiatry & Psychology Source Type: research

Identifying children with persistent low math achievement: The role of number-magnitude mapping and symbolic numerical processing
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Terry Tin-Yau Wong, Winnie Wai Lan ChanAbstractAlthough an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits longitudinally predict low mathematics achievement over time. The current 6-year longitudinal study was conducted to address this issue. A sample of 101 students was tested on various numerical and cognitive competencies when they were in kindergarten and in Grade 1. They were then followed until they wer...
Source: Learning and Instruction - November 30, 2018 Category: Psychiatry & Psychology Source Type: research

Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Stefanie Golke, Romina Hagen, Jörg WittwerAbstractInformative narratives are enriched expository texts that provide to-be-learned conceptual information within a storyline with the aim to foster comprehension. However, research casts doubt on such a benefit for comprehension. Additionally, it is an open question how informative narratives impact metacomprehension accuracy. The results of two experiments (N1 = 63 and N2 = 70 university students) showed that informative narratives were less or not at all beneficial to text comprehe...
Source: Learning and Instruction - November 24, 2018 Category: Psychiatry & Psychology Source Type: research

The dimensional structure of students’ self-concept and interest in science depends on course composition
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): Malte Jansen, Ulrich Schroeders, Oliver Lüdtke, Herbert W. MarshAbstractBoth academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these constructs. Using data from a large-scale study in Germany, we compared ninth-grade students who were taught science as an integrated subject with students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their self-conc...
Source: Learning and Instruction - November 24, 2018 Category: Psychiatry & Psychology Source Type: research

Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction
This study examined the effectiveness of various instructional strategies that aimed to enhance children's understanding of the inversion concept. One hundred and forty kindergartners were randomly assigned to each of the groups namely: (a) concrete-only, (b) abstract-only, (c) concreteness fading, (d) abstract-to-concrete, (e) control. They participated in a pre-test, two training sessions, an immediate post-test, and an 8-week delayed post-test. All the intervention groups showed significantly greater progress than the control group in solving the inversion problems in the post-tests. Concrete representations were more e...
Source: Learning and Instruction - November 16, 2018 Category: Psychiatry & Psychology Source Type: research

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Publication date: Available online 9 November 2018Source: Learning and InstructionAuthor(s): Kristina Loderer, Reinhard Pekrun, James C. LesterAbstractUnderstanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredo...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
This study investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account. In general, students learned better in the proximal seat location compared to a distant one. Additionally, more intense symptom levels impaired learning more. When considering individual levels of ADHD symptoms, students’ learning outcomes did not specifically benefit from a proximal seat location. Consequently, the present study did not support the general assump...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples
Publication date: Available online 8 November 2018Source: Learning and InstructionAuthor(s): Marie-Christin Krebs, Anne Schüler, Katharina ScheiterAbstractWe investigated to what extent the effectiveness of Eye Movement Modeling Examples (EMME) is influenced by social cues such as model-observer similarity. In an eye tracking experiment with university students (N = 119), EMME were used to display multimedia-processing strategies as expressed in the eye movements of an instructed model. The model was either introduced as a successful learner (competent model), as another participant (peer model) or no EMME were pr...
Source: Learning and Instruction - November 8, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Zachary Hawes, Nadia Nosworthy, Lisa Archibald, Daniel AnsariAbstractBasic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarte...
Source: Learning and Instruction - November 3, 2018 Category: Psychiatry & Psychology Source Type: research

Response sentences, examples, and authenticity do not help children solve real wor(l)d problems
Publication date: Available online 30 October 2018Source: Learning and InstructionAuthor(s): Cheryll L. Fitzpatrick, Darcy Hallett, Kyle R. Morrissey, Nadine R. Yıldız, Rutanya Wynes, Felix AyesuAbstractRealistic word problems are mathematical word problems that require the consideration of one's real-world knowledge to solve them. Research investigating children's ability to use realistic information in these problems has largely focused on interventions aimed at increasing students' realistic responses. The present study consists of three experiments that attempt to do the same in a sample of Grade 6 children. In Exper...
Source: Learning and Instruction - October 31, 2018 Category: Psychiatry & Psychology Source Type: research

Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Andrew Ribner, Elizabeth Harvey, Roger Gervais, Caroline FitzpatrickAbstractThe Opportunity–Propensity framework predicts that academic success is a function of: (a) Antecedent; (b) Opportunity; and (c) Propensity factors. The aim of the present study was to replicate and expand the O-P framework model with a population-based representative sample of French-Canadian children. The sample consisted of 2120 children followed in the context of the Quebec Longitudinal Study of Child Development (QLSCD). Structural equation models revealed...
Source: Learning and Instruction - October 27, 2018 Category: Psychiatry & Psychology Source Type: research

Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Salih Rakap (Source: Learning and Instruction)
Source: Learning and Instruction - October 11, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study
This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities. (Source: Learning and Instruction)
Source: Learning and Instruction - October 6, 2018 Category: Psychiatry & Psychology Source Type: research

Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Publication date: Available online 26 September 2018Source: Learning and InstructionAuthor(s): Melissa C. Duffy, Susanne P. Lajoie, Reinhard Pekrun, Kevin LachapelleAbstractTo advance emotion research in education, there is a need to develop practical and context-relevant measures of emotion and to test the applicability of emotion theories using these measures. In two studies, we examined validity evidence of a self-report scale (the Medical Emotion Scale, MES) designed to measure the unique range of emotions activated within medical education. In Study 1, we administered the MES and conducted interviews with medical trai...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Zachary Hawes, Nadia Nosworthy, Lisa Archibald, Daniel AnsariAbstractBasic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarte...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Lennart Schalk, Peter A. Edelsbrunner, Anne Deiglmayr, Ralph Schumacher, Elsbeth SternAbstractIn a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students’ ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdnage = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts
Publication date: Available online 21 September 2018Source: Learning and InstructionAuthor(s): Jason M. Harley, Susanne P. Lajoie, Tara Tressel, Amanda JarrellAbstractThere is a lack of theory-driven empirical research that evaluates outcomes of location-based augmented reality (AR) applications with the purpose of improving instructional design and use guidelines. The primary aim of this study was to compare the effectiveness of two historical reasoning guide protocols, one based on prior research by Harley and colleagues (2016a; the other an extension) while learners used a mobile AR app to learn about history. Learners ...
Source: Learning and Instruction - September 22, 2018 Category: Psychiatry & Psychology Source Type: research

Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Andrea Saffran, Petra Barchfeld, Martha W. Alibali, Kristina Reiss, Beate SodianAbstractThis research investigates children's understanding of the significance of comparisons between data categories for judgments of covariation. Past studies showed that children sometimes neglect some of the relevant data categories. This may occur because children fail to understand the relevance of the comparisons between data categories. To investigate this interpretation, 51 second graders and 43 fourth graders were tested in a between-subject design...
Source: Learning and Instruction - September 20, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial
This study provides the basis for developing school-based early identification and intervention programmes to remediate reading deficits and prevent RD. (Source: Learning and Instruction)
Source: Learning and Instruction - September 18, 2018 Category: Psychiatry & Psychology Source Type: research

Mediation with a puppet: The effects on teachers' mediated learning strategies with children in special education and regular kindergartens
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): David Tzuriel, Ronit RemerAbstractThe main objectives of this study were to investigate the effects of mediation with a puppet on teachers' mediated learning experience (MLE) strategies. The sample was composed of 18 teachers and 145 kindergarten children, selected from special education (n = 68) and regular (n = 77) kindergartens. About half of each group was assigned to a puppet and half to a no-puppet group. Each teacher was assigned to a small group of 3–5 children and asked to teach them a story for 15 min in a puppet ...
Source: Learning and Instruction - September 8, 2018 Category: Psychiatry & Psychology Source Type: research

It is not only about the depth of processing: What if eye am not interested in the text?
This study aims at extending current research on how the interaction between cognitive processing and topic interest shapes the online learning process of students when learning from expository texts. We used eye tracking to monitor the reading and learning behaviour of 31 students in higher education. In addition, we used self-report questionnaires to map students' general disposition towards deep and surface processing and their topic interest. Cued retrospective think-alouds were conducted to capture students' levels of processing during learning from text. We examined the interaction between levels of processing and to...
Source: Learning and Instruction - August 24, 2018 Category: Psychiatry & Psychology Source Type: research

Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka, Tamara van GogAbstractEye movement modeling examples (EMME) are video modeling examples with the model's eye movements superimposed. Thus far, EMME on problem-solving tasks seem to be effective for guiding students' attention, but this does not translate into higher learning outcomes. We therefore investigated the role of ambiguity of the verbal explanation and prior knowledge in the effectiveness of EMME on geometry problems. In Experiment 1, 57 university students observed EMME o...
Source: Learning and Instruction - August 15, 2018 Category: Psychiatry & Psychology Source Type: research

New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Huahui ZhaoAbstractThe process of peer review for EFL writing has remained underexplored despite the increasing volume of research on peer review. The current study justified, adopted and substantiated a process-oriented approach to exploring peer review through the lens of the socio-cultural theory, after critiquing the predominant product-oriented research paradigm.Thirteen pairs of Chinese university EFL learners conducted peer review of six writing genres after receiving training in peer review. Peer interaction was scrutinised in term...
Source: Learning and Instruction - August 8, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

The use of learner response systems in the classroom enhances teachers' judgment accuracy
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Chunjie Zhu, Detlef Urhahne (Source: Learning and Instruction)
Source: Learning and Instruction - August 3, 2018 Category: Psychiatry & Psychology Source Type: research

Producing gestures establishes a motor context for procedural learning tasks
In this study, we investigated whether this beneficial effect of gesturing is increased for procedural learning tasks in that the motor context (i.e. producing gestures) is congruent during the learning and the testing phase. In Experiment 1, participants learned to tie nautical knots with or without producing gestures and were asked to reproduce the knots in the testing phase. Hence, the motor context was congruent for the participants producing gestures in the learning phase and incongruent for the learners that did not produce gestures. Producing gestures during learning improved performance, thus, replicating prior res...
Source: Learning and Instruction - July 30, 2018 Category: Psychiatry & Psychology Source Type: research

Does competent bilingualism entail advantages for the third language learning of immigrant students?
This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when t...
Source: Learning and Instruction - July 28, 2018 Category: Psychiatry & Psychology Source Type: research

Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Discussion centers on the theoretical and practical implications. (Source: Learning and Instruction)
Source: Learning and Instruction - July 25, 2018 Category: Psychiatry & Psychology Source Type: research

Animations and static pictures: The influence of prompting and time of testing
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Tim Kühl, Sabrina D. Navratil, Stefan MünzerAbstractStatic pictures have an informational disadvantage for dynamic processes compared to animations. It was investigated whether this disadvantage can be compensated by prompting learners to process the specific dynamic information. It was assumed that this processing would lead to a longer lasting knowledge representation. A 2 x 2 x 2 between-subject design with visualization format (static picture vs. animation), prompt (present vs. absent) and time of testing (immediate vs. after...
Source: Learning and Instruction - July 24, 2018 Category: Psychiatry & Psychology Source Type: research