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Dual coding theory and education
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Self-citationScientific Attitudes: a Review
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Advances in personality assessment (Vol. 7)
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Knowledge About Hand Shaping and Knowledge About Objects
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The Commonwealth Teacher-Training Study.
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Survey of study habits and attitutes
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Arthur Jensen: Consensus and controversy
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The Mentally Retarded Child: A Psychological Approach.
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Mapping cognitive structure: A comparison of methods.
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Spatial learning strategies : techniques, applications, and related issues
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Testing and cognitive psychology.
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Inferring students' cognitive structures and their development using the "ordered tree technique."
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Social Class, Language, and Education.
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Do cooperating teachers influence the attitudes of student teachers?
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Cognitive aspects of information processing: I. The familiarity of S-R sets and subsets.
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Cognitive and emotional determinants of speech.
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Self-citationInfluence of spatial organization in prose learning.
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The Psychology of Written Language: Developmental and Educational Perspectives
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Reconceptualizing research on teaching.
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Mnemonic techniques in second-language learning.
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Self-citationThe Survey of Study Habits and Attitudes: a New Instrument for the Prediction of Academic Success
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A reexamination of the role of imagery in learning and memory.
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The role of imagery in memory: On shared and distinctive information.
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The Relationship Between Mental Preparation Strategies and Motor Performance: A Review and Critique
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Academic Achievement and Individual Differences in Learning Processes
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Measuring the level of abstraction.
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A Dual Coding Perspective on Encoding Processes
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Self-citationRiding, R., & Calvey, I. (1981) · British Journal of Psychology · doi:10.1111/j.2044-8295.1981.tb02161.x · Cited by 80
Imagery and synchronic thinking.
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Self-citationThe effectiveness of four mnemonics in ordering recall.
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Imaging while reading text: A study of individual differences
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Memory for pictures and words as a function of level of processing: Depth or dual coding?
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Toward a Cognitive Theory of Self-Control
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The mind's eye in arts and science
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Self-citationKnowledge and the university curriculum
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Construct Validation of the Inventory of Learning Processes
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Imagery and language acquisition
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Behavior Research and Technology in Higher Education
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Classroom teaching behaviors related to college teaching effectiveness
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Effects of concreteness and semantic relatedness on composite imagery ratings and cued recall
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Self-citationA factorial experiment on teacher structuring, soliciting, and reacting.
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Organization and information retrieval.
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Imagery and verbal associative latencies as a function of imagery ability.
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Cognitive Theory of Multimedia Learning
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A meta-analysis of the cognitive and motivational effects of serious games.
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Cognitive Theory of Multimedia Learning
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Multimedia learning: Are we asking the right questions?
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Metadata
- Authors
- Clark, J. M., & Paivio, A.
- Venue
- Educational Psychology Review
- Published
- 1991-09
- Volume
- 3
- Issue
- 3
- Pages
- 149-210
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W1963996086
- Cited by
- 2,108
- References
- 221
- FWCI
- 7.74
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
