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Showing 46 to 60 of 713 results
Peer reviewed
Direct linkEfklides, Anastasia – Learning and Instruction, 2012
The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of…
Descriptors: Prior Learning, Metacognition, Cognitive Psychology, Classroom Techniques
de Bruin, Anique B. H.; van Gog, Tamara – Learning and Instruction, 2012
Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially…
Descriptors: Educational Research, Metacognition, Cognitive Psychology, Outcomes of Education
Metcalfe, Janet; Finn, Bridgid – Learning and Instruction, 2012
Three experiments investigated whether the hypercorrection effect--the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence--occurs in grade school children as it does in young adults. All three experiments showed that Grade 3-6 children hypercorrected…
Descriptors: Error Correction, Self Efficacy, Elementary School Students, Knowledge Level
Pieschl, Stephanie; Stahl, Elmar; Murray, Tom; Bromme, Rainer – Learning and Instruction, 2012
Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific…
Descriptors: Difficulty Level, Hypermedia, Learning Processes, College Students
Koriat, Asher – Learning and Instruction, 2012
The articles in this Special Issue reflect the growing interest in applying laboratory-based research to educational settings. These articles highlight the contribution of metacognitive monitoring and self-regulation to effective learning and performance. At the same time, they illustrate the methodological and theoretical challenges involved in…
Descriptors: Theory Practice Relationship, Metacognition, Correlation, Self Management
Leopold, Claudia; Leutner, Detlev – Learning and Instruction, 2012
The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies--main idea selection (Exp. 1) and summarization (Exp. 2)--and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 x 2 design, with drawing strategy instructions…
Descriptors: Learning Strategies, Reading Comprehension, Freehand Drawing, Textbooks
Alexander, Patricia A.; Winters, Fielding I.; Loughlin, Sandra M.; Grossnickle, Emily M. – Learning and Instruction, 2012
In this study, everyday conceptions of knowledge, information, and truth were investigated as 161 US undergraduates completed three online tasks that investigated understandings of these foundational constructs. For the first task, respondents graphically represented the interrelations of knowledge, information, and truth; the second task required…
Descriptors: Undergraduate Students, Concept Formation, Epistemology, Definitions
Gadgil, Soniya; Nokes-Malach, Timothy J.; Chi, Michelene T. H. – Learning and Instruction, 2012
Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that conceptual change of a mental model requires change in the "system of relations" between the features of the…
Descriptors: Cognitive Structures, Concept Formation, Instruction, Misconceptions
Glaser, Manuela; Garsoffky, Barbel; Schwan, Stephan – Learning and Instruction, 2012
This study examined how hybrid documentary formats, which embed educational contents into narratives, are cognitively processed. Based on existing research and theories, two reception modes were identified: processing with a focus on the narrative plotline and processing with a focus on the thematic structure. In two experiments, two markers of…
Descriptors: Documentaries, Television, Cognitive Processes, Story Telling
Franco, Gina M.; Muis, Krista R.; Kendeou, Panayiota; Ranellucci, John; Sampasivam, Lavanya; Wang, Xihui – Learning and Instruction, 2012
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with…
Descriptors: Physics, Scientific Concepts, Learning, Mechanics (Physics)
Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane – Learning and Instruction, 2012
Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these…
Descriptors: Lifelong Learning, Personal Autonomy, Self Control, Learning Motivation
Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M. – Learning and Instruction, 2012
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…
Descriptors: Feedback (Response), Self Efficacy, Student Motivation, Writing Processes
Imhof, Birgit; Scheiter, Katharina; Edelmann, Jorg; Gerjets, Peter – Learning and Instruction, 2012
Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better…
Descriptors: Time Factors (Learning), Spatial Ability, Perception, Visual Aids
Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara; Herrett, Maree – Learning and Instruction, 2012
Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one's previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year.…
Descriptors: Objectives, Goal Orientation, High School Students, Longitudinal Studies
Zulkiply, Norehan; McLean, John; Burt, Jennifer S.; Bath, Debra – Learning and Instruction, 2012
It is an established finding that spacing repetitions generally facilitates memory for the repeated events. However, the effect of spacing of exemplars on inductive learning is not really known. Two experiments using textual material were conducted to investigate the effect of spacing on induction. Experiment 1 and 2 extended the generality of…
Descriptors: Logical Thinking, Repetition, Models, Visual Stimuli
