Journal of educational psychology

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  Año 2016, Vol. 108, Número 4

  • A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics

    Peng Peng, Jessica M. Namkung, Marcia Barnes, Congying Sun

    • Resumen

    págs. 455-473

    

  • Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving

    Krista R. Muis, Cynthia Psaradellis, Marianne Chevrier, Ivana Di Leo, Susanne P. Lajoie

    • Resumen

    págs. 474-492

    

  • Supported self-explaining during fraction intervention

    Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica M. Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas

    • Resumen

    págs. 493-508

    

  • Model manipulation and learning: Fostering representational competence with virtual and concrete models

    Andrew T. Stull, Mary Hegarty

    • Resumen

    págs. 509-527

    

  • Effects of observing the instructor draw diagrams on learning from multimedia messages

    Logan Fiorella, Richard E. Mayer

    • Resumen

    págs. 528-546

    

  • Effects of terminological concreteness on middle-school students’ learning of experimental design

    Stephanie Siler, David Klahr

    • Resumen

    págs. 547-562

    

  • Testing with feedback yields potent, but piecewise, learning of history and biology facts

    Steven C. Pan, Arpita Gopal, Timothy C. Rickard

    • Resumen

    págs. 563-575

    

  • Does fostering reasoning strategies for relatively difficult basic combinations promote transfer by K-3 students?

    Arthur J. Baroody, David J. Purpura, Michael D. Eiland, Erin E. Reid, Veena Paliwal

    • Resumen

    págs. 576-591

    

  • Developmental differences in relational reasoning among primary and secondary school students

    Sophie Jablansky, Patricia A. Alexander, Denis Dumas

    • Resumen

    págs. 592-608