The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“This perception of the chatbot as”
From Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots (2025) · cites this paper as Salomon, 1984
Citations
Cites
Controlled and automatic human information processing: I. Detection, search, and attention.
Schneider, W., & Shiffrin, R. M. (1977) · Psychological Review · doi:10.1037/0033-295x.84.1.1 · Cited by 5,902
Antagonism Between Achievement and Enjoyment in ATI Studies
Clark, R. E. (1982) · Educational Psychologist · doi:10.1080/00461528209529247 · Cited by 157
Depth of processing and interference effects in the learning and remembering of sentences.
Kane, J. H., & Anderson, R. C. (1978) · Journal of Educational Psychology · doi:10.1037/0022-0663.70.4.626 · Cited by 115
Cited by
Sorted by citations
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Media will never influence learning
Clark, R. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299088 · Cited by 1,893
Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems.
Bandura, A., & Cervone, D. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.5.1017 · Cited by 1,511
Development of an instrument for measuring different types of cognitive load
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013) · Behavior Research Methods · doi:10.3758/s13428-013-0334-1 · Cited by 1,066
Social origins of self-regulatory competence
Schunk, D. H., & Zimmerman, B. J. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3204_1 · Cited by 937
SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION
Schunk, D. H. (2003) · Reading & Writing Quarterly · doi:10.1080/10573560308219 · Cited by 876
Klepsch, M., Schmitz, F., & Seufert, T. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01997 · Cited by 601
Cierniak, G., Scheiter, K., & Gerjets, P. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.020 · Cited by 412
WALLACE, R. M. (2003) · Education, Communication & Information · doi:10.1080/14636310303143 · Cited by 405
Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., & Aubteen Darabi, A. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504795 · Cited by 401
Affordances and limitations of electronic storybooks for young children’s emergent literacy
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015) · Developmental Review · doi:10.1016/j.dr.2014.12.004 · Cited by 383
Neuman, S. B., & Koskinen, P. (1992) · Reading Research Quarterly · doi:10.2307/747835 · Cited by 362
Changes in Student Motivation During Online Learning
Kim, K.-J., & Frick, T. W. (2011) · Journal of Educational Computing Research · doi:10.2190/ec.44.1.a · Cited by 358
Learning with serious games: Is fun playing the game a predictor of learning success?
Iten, N., & Petko, D. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12226 · Cited by 294
The relation between television exposure and executive function among preschoolers.
Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014) · Developmental Psychology · doi:10.1037/a0035714 · Cited by 283
The displacement effect: assessing the relation between television viewing and reading performance
Neuman, S. B. (1988) · Reading Research Quarterly · doi:10.2307/747641 · Cited by 238
Self-efficacy and resource allocation: Support for a nonmonotonic, discontinuous model.
Vancouver, J. B., More, K. M., & Yoder, R. J. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.1.35 · Cited by 234
Cognitive Load as Motivational Cost
Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09464-6 · Cited by 218
What does germane load mean? An empirical contribution to the cognitive load theory
Debue, N., & van de Leemput, C. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.01099 · Cited by 209
Costs and benefits of self-efficacy: Differences of the stress response and clinical implications
Schönfeld, P., Preusser, F., & Margraf, J. (2017) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2017.01.031 · Cited by 177
The utility of home computers and media use: Implications of multimedia and connectivity
Perse, E. M., & Dunn, D. G. (1998) · Journal of Broadcasting & Electronic Media · doi:10.1080/08838159809364461 · Cited by 166
The Role of Media in Children's Development: An Ecological Perspective
JORDAN, A. (2004) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200406000-00009 · Cited by 140
Krauskopf, K., Zahn, C., & Hesse, F. W. (2012) · Computers & Education · doi:10.1016/j.compedu.2011.12.010 · Cited by 139
Hawlitschek, A., & Joeckel, S. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.01.040 · Cited by 119
Exploring Pathways From Television Viewing to Academic Achievement in School Age Children
Shin, N. (2004) · The Journal of Genetic Psychology · doi:10.3200/gntp.165.4.367-382 · Cited by 112
Understanding metacognitive inferiority on screen by exposing cues for depth of processing
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.01.002 · Cited by 91
Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014) · Applied Cognitive Psychology · doi:10.1002/acp.3004 · Cited by 85
Should self-regulated learning be integrated with cognitive load theory? A commentary
Sweller, J., & Paas, F. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.05.005 · Cited by 54
VIDEO‐BASED TRAINING OF RESPITE CARE PROVIDERS: AN INTERACTIONAL ANALYSIS OF PRESENTATION FORMAT
Neef, N. A., Trachtenberg, S., Loeb, J., & Sterner, K. (1991) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1991.24-473 · Cited by 47
Klar, M. (2025) · Smart Learning Environments · doi:10.1186/s40561-025-00385-2 · Cited by 39
De Simone, J. J. (2020) · Teacher Development · doi:10.1080/13664530.2020.1780302 · Cited by 26
Metadata
- Authors
- Salomon, G.
- Affiliations
- Tel Aviv University (IL)
- Corresponding author
- Salomon, Gavriel
- Venue
- Journal of Educational Psychology
- Published
- 1984-08
- Volume
- 76
- Issue
- 4
- Pages
- 647-658
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2074791822
- Cited by
- 1,015
- References
- 3
- Citations by year
- 2026: 14 · 2025: 18 · 2024: 25 · 2023: 15 · 2022: 29 · 2021: 39 · 2020: 43 · 2019: 39 · 2018: 33 · 2017: 36 · 2016: 33 · 2015: 38 · 2014: 59 · 2013: 41 · 2012: 43
- FWCI
- 7.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- television learning, perceived effort, cognitive effort, learning effort, attribution, media effects on learning
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 ›
Are you an author, or do you see a problem with this page? Request a review