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Learning and instruction vol 54 April 2018

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CONTENTS\r\n1. Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals 1\r\n2. Effects of teaching concept mapping using practice, feedback, and relational framing 11\r\n3. Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement 22\r\n4. Two kinds of meaningful multimedia learning: is cognitive activity alone as good as combined behavioral and cognitive activity? 35\r\n5. Corrigendum to \"Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments\" [Learning and Instruction 59 251-262] 47\r\n6. Classroom assignments as measures of teaching quality 48\r\n7. The perception of control as a predictor of emotional trends during gameplay 62\r\n8. Reciprocal relations between students\' academic enjoyment, boredom, and achievement over time 73\r\n9. Emotionally supportive classroom interactions and students\' perceptions of their teachers as caring and just 82\r\n10. Using sequence mining to reveal the efficiency inscientific reasoning during stem learning with a game-based learning environment 93\r\n11. Learning more from feedback: Elaborating feedback with examples enhances concept learning 104\r\n12. Room quality and composition matters: children\'s verbal and numeracy abilities in australian early childhood settings 114\r\n13. Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement 125\r\n14. The conceptual overlap between arithmetic and algebraic referential mapping 138\r\n15. Interaction-based coding of scaffolding processes 147\r\n16. Spontaneous orientation towards irrelevant dimensions of magnitude and numerical acuity 156

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Series Title

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Call Number

JOU 370.5 LEA

Publisher

Amsterdam : Elsevier., 2018

Collation

163 p . ; ill. : 28 cm.

Language

English

ISBN/ISSN

09594752

Classification

370.5

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