Informal language stimulation rather than corrective feedback matters in Estonian children's language performance
This study highlights the importance of engaging language-learning children into conversations rather than explicitly correcting their speech. (Source: Learning and Instruction)
Source: Learning and Instruction - June 22, 2019 Category: Psychiatry & Psychology Source Type: research
Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
This study traced 322 Roma children facing severe poverty from 7 through 9 years and compared them with an unselected sample of 178 Romanian non-Roma children. The Roma children had both poorer initial reading and a slower growth of their reading skills. In contrast to previous studies, SES did explain growth in reading skills after controlling for other well-known cognitive and linguistic predictors of reading. Among the Roma children, the effects of SES on reading growth were partly mediated by school absence. Thus, interventions directed at Roma children facing severe poverty need to target both the quality of reading i...
Source: Learning and Instruction - June 20, 2019 Category: Psychiatry & Psychology Source Type: research
Do those who talk more learn more? The relationship between student classroom talk and student achievement
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Klara Sedova, Martin Sedlacek, Roman Svaricek, Martin Majcik, Jana Navratilova, Anna Drexlerova, Jakub Kychler, Zuzana SalamounovaAbstractThere have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances...
Source: Learning and Instruction - June 18, 2019 Category: Psychiatry & Psychology Source Type: research
Effects of prior knowledge on collaborative and individual learning
This study aimed to determine the impact of task-specific prior knowledge on individual learners and collaborative groups that were instructed to collaborate. A 2 (individual vs. collaborative group) × 2 (novice vs. knowledgeable learners) factorial experiment with 228 students was carried out to examine the effects of these treatments on performance and mental effort in learning and its outcomes. As expected, knowledgeable individuals and knowledgeable collaborative groups outperformed novice individuals and novice collaborative groups in learning outcomes. Less knowledgeable, collaborating learners outperformed less...
Source: Learning and Instruction - June 11, 2019 Category: Psychiatry & Psychology Source Type: research
Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Cansu Atlay, Nicole Tieben, Steffen Hillmert, Benjamin Fauth (Source: Learning and Instruction)
Source: Learning and Instruction - June 11, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial board/Publication information
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI title page
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research
Judging scientific information: Does source evaluation prevent the seductive effect of text easiness?
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Lisa Scharrer, Marc Stadtler, Rainer BrommeAbstractAlthough nonexperts usually lack sufficient topic knowledge and experience, they can be “seduced” into relying on their direct evaluation of scientific content, particularly when encountering information that is relatively easy to comprehend. Two experimental studies tested whether this easiness effect can be prevented if readers can lean on evaluations of source credibility instead. In both studies, medical nonexperts read Internet texts about different health topics and evaluated the ...
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research
Exploring the antecedents and consequences of epistemic emotions
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Marianne Chevrier, Krista R. Muis, Gregory J. Trevors, Reinhard Pekrun, Gale M. SinatraAbstractAcross two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity...
Source: Learning and Instruction - June 6, 2019 Category: Psychiatry & Psychology Source Type: research
Learning by exploring: How much guidance is optimal?
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Phillip M. Newman, Marci S. DeCaroAbstractExploring a new concept before instruction can benefit conceptual understanding, but is demanding. The current experiments examined whether providing guidance during exploration improves learning. Undergraduate students explored the procedures and concept of statistical variance prior to direct instruction. In Experiment 1 (N = 123), exploring using worked examples (full guidance) led to higher posttest scores than exploring using an invention activity (no guidance) or completion problems (partia...
Source: Learning and Instruction - May 30, 2019 Category: Psychiatry & Psychology Source Type: research
Integrating the 2I/E model into dimensional comparison theory: Towards a comprehensive comparison theory of academic self-concept formation
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Fabian Wolff, Friederike Helm, Jens MöllerAbstractThe 2I/E model describes academic self-concept formation by the joint operation of social, temporal, and dimensional comparisons. Dimensional comparison theory assumes that dimensional contrast effects are weaker between similar subjects than between dissimilar subjects. This research combined these two perspectives in two empirical studies: For the first time, we integrated four subjects (math, science/physics, English, German) into one generalized 2I/E model and compared dimensional compar...
Source: Learning and Instruction - May 30, 2019 Category: Psychiatry & Psychology Source Type: research
Unintended consequences of framing a utility-value intervention in two-year colleges
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Elizabeth A. Canning, Stacy J. Priniski, Judith M. HarackiewiczAbstractUtility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV)...
Source: Learning and Instruction - May 22, 2019 Category: Psychiatry & Psychology Source Type: research
Analyzing temporal data for understanding the learning process induced by metacognitive prompts
Publication date: Available online 17 May 2019Source: Learning and InstructionAuthor(s): Katharina Engelmann, Maria Bannert (Source: Learning and Instruction)
Source: Learning and Instruction - May 19, 2019 Category: Psychiatry & Psychology Source Type: research
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
Publication date: Available online 16 May 2019Source: Learning and InstructionAuthor(s): Lisa-Angelique Lim, Sheridan Gentili, Abelardo Pardo, Vitomir Kovanović, Alexander Whitelock-Wainwright, Dragan Gašević, Shane DawsonAbstractRecent developments in educational technologies have provided a viable solution to the challenges associated with scaling personalised feedback to students. However, there is currently little empirical evidence about the impact such scaled feedback has on student learning progress and study behaviour. This paper presents the findings of a study that looked at the impact of a learning analytics ...
Source: Learning and Instruction - May 16, 2019 Category: Psychiatry & Psychology Source Type: research
