The effects of orienting activities and cognitive processing time on factual and inferential learning
暂无分享,去创建一个
[1] D. Ausubel. The use of advance organizers in the learning and retention of meaningful verbal material. , 1960 .
[2] R. Gagne. Conditions of Learning , 1965 .
[3] D. Allen,et al. Some Effects of Advance Organizers and Level of Question on the Learning and Retention of Written Social Studies Material. , 1970 .
[4] James J. Jenkins,et al. Effects of orienting tasks on free recall in incidental learning: “difficulty,” “effort,” and “process” explanations , 1973 .
[5] R. Kaplan,et al. Effects of Instructional Objectives Used as Orienting Stimuli or as Summary/Review upon Prose Learning. , 1974 .
[6] Richard C. Anderson,et al. On asking people questions about what they are reading , 1975 .
[7] Elmer U. Clawson,et al. Do Advance Organizers Facilitate Learning? Recommendations for Further Research Based on an Analysis of 32 Studies , 1975 .
[8] J. P. Kincaid,et al. Spontaneous Use of Mnemonics and Grade Point Average. , 1976 .
[9] Richard C. Anderson,et al. Schemata as Scaffolding for the Representation of Information in Connected Discourse , 1977 .
[10] Richard C. Anderson,et al. Taking different perspectives on a story. , 1977 .
[11] R. Travers,et al. Essentials of learning , 1977 .
[12] Richard E. Mayer,et al. Can Advance Organizers Influence Meaningful Learning? , 1979 .
[13] R. Tennyson,et al. The Teaching of Concepts: A Review of Instructional Design Research Literature , 1980 .
[14] Donna E. Alvermann,et al. The Compensatory Effect of Graphic Organizers on Descriptive Text , 1981 .
[15] B. H. Layne,et al. Advance Organizers as Aids for Reading: Nature of the Learner and the Learning. , 1981 .
[16] D Vickers,et al. Effects of alternating set for speed or accuracy on response time, accuracy and confidence in a unidimensional discrimination task. , 1982, Acta psychologica.
[17] B. Plake,et al. Distinctiveness of Encoding and Memory for Learning Tasks. , 1982 .
[18] B. Plake,et al. Distinctiveness of encoding and recall of text materials. , 1982 .
[19] R. Reynolds,et al. Influence of questions on the allocation of attention during reading. , 1980, Journal of educational psychology.
[20] C. Stone,et al. A Meta-Analysis of Advance Organizer Studies , 1983 .
[21] Michael J. Hannafin,et al. Guidelines for using locus of instructional control in the design of computer-assisted instruction , 1984 .
[22] R. Mayer. Aids to text comprehension , 1984 .
[23] Philippe C. Duchastel,et al. Adjunct question effects with review , 1984 .
[24] Robert D. Tennyson,et al. The Minnesota adaptive instructional system: An Intelligent CBI system , 1984 .
[25] Seong Ik Park,et al. Process learning time as an adaptive design variable in concept learning using computer-based instruction , 1984 .
[26] R. Clark. Research on student thought processes during computer-based instruction , 1984 .
[27] Robert D. Tennyson. Artificial intelligence methods in computer-based instructional design , 1984 .
[28] Herbert J. Walberg,et al. Reading Achievement and Diminishing Returns to Time. , 1984 .
[29] Sharon J. Derry,et al. Effects of an Organizer on Memory for Prose , 1984 .
[30] Michael J. Hannafin,et al. Empirical issues in the study of computer-assisted interactive video , 1985 .
[31] John C. Belland,et al. Is the self-paced instructional program, via microcomputer-based instruction, the most effective method of addressing individual learning differences? , 1985 .
[32] Dean L. Christensen,et al. Adaptive Control of Learning Time and Content Sequence in Concept Learning Using Computer-Based Instruction. , 1985 .
[33] Michael J. Hannafin,et al. The accuracy of cognitive monitoring during computer-based instruction , 1986 .
[34] Michael J. Hannafin,et al. A framework for incorporating orienting activities in computer-based interactive video , 1986 .
[35] M. Hannafin. The Effects of Orienting Activities, Cueing, and Practice on Learning of Computer-Based Instruction , 1987 .