The worked example effect, the generation effect, and element interactivity.

Cites (54)

Items 201–296 of 296

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3. Worked example effects in individual and group work settings
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5. A generation effect with numbers rather than words
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6. The attentional demands of mnemonic control processes
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7. Cognitive load theory and music instruction
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8. Another Look at Research on the Adaptation of Instruction to Students Characteristics
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9. The generation effect with nonwords.
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10. A Procedural Explanation of the Generation Effect for Simple and Difficult Multiplication Problems and Answers
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11. Some psychological and educational limitations of learning by discovery
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12. Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class
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13. The processing of organizational and component step information in written directions
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14. Modality and variability as factors in training the elderly
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15. The negative generation effect: Delineation of a phenomenon
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16. Two consequences of generating: Increased inter- and intraword organization of sentences
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17. Demonstrations of a generation effect in context memory
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18. The generation effect: Further tests of the lexical activation hypothesis
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19. The Effect of Worked Examples When Learning to Write Essays in English Literature
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20. Locus of Difficulty in Multistage Mathematics Problems
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23. Relational information and memory for problem solutions
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24. Specific enhancement effects associated with word generation
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25. A comparison of pictorial and written adjunct aids in learning from text.
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26. Historical Development of the Concept of the Gene
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27. Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy
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28. Effect of Overlearning on the Feeling of Knowing Is More Detectable in Within-Subject than in Between-Subject Designs
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29. A Procedural Explanation of the Generation Effect: The Use of an Operand Retrieval Strategy for Multiplication and Addition Problems
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30. Depth of Processing and the Retention of Words in Episodic Memory 1975
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31. Cognitive load and mental rotation: structuring orthographic projection for learning and problem solving
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32. When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise.
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33. Expertise reversal effect in using explanatory notes for readers of Shakespearean text
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34. Determ inants of Positive and Negative Generation Effects in Free Recall
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35. Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective
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36. Practice enables successful learning under minimal guidance.
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37. Comparison of Problem-Based Learning Approach and Traditional Teaching on Attitude, Misconceptions and Mathematics Performance of University Students
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38. Reading and knowing.
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39. Meaningful processing of sentences.
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40. Solving complex problems: A convergent approach to cognitive load measurement
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41. Generation enhances semantic processing? The role of distinctiveness in the generation effect
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42. States of awareness following word stem completion
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43. Direct versus indirect tests of memory: Directed forgetting meets the generation effect
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44. Processing Instructions and the Generation Effect: A Test of the Multifactor Transfer-appropriate Processing Theory
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45. Acquisition of troubleshooting skills in a computer simulation: Worked example vs. conventional problem solving instructional strategies
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46. The generation effect with pictures and nonsense figures
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47. The ‘reverse‐generation’ effect: A comparison of memory performance between blind and sighted children
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48. Effects of prior knowledge on the generation advantage: Calculators versus calculation to learn simple multiplication.
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49. Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice?
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50. Mobilization of Cognitive Resources and the Generation Effect
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51. The effects of generation on item and order retention in immediate and delayed recall
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52. Specificity and Generality of Enhanced Priming Effects for Self-Generated Study Items
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53. Word frequency and generation effects.
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54. The generation effect extended: Memory enhancement for generation cues
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55. Generation effects for context words: Implications for item-specific and multifactor theories
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56. Mandatory text review and interaction with student characteristics.
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57. When generating answers benefits arithmetic skill: The importance of prior knowledge
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58. Decision time, subjective probability, and task difficulty
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59. An Examination of the Value of the Generation Effect for Learning New Material
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60. Calculator use need not undermine direct-access ability: The roles of retrieval, calculation, and calculator use in the acquisition of arithmetic facts.
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61. The generation effect with homographs: Evidence for postgeneration processing
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62. Evidence for a Multiple-process Account of the Generation Effect
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63. The generation effect: A test between single- and multifactor theories.
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64. Memory for Self-Generated Stimuli in Young and Old Adults
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65. Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes
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66. Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
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67. Positive and negative generation effects, hypermnesia, and total recall time
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68. Measuring cognitive load with electroencephalography and self-report: focus on the effect of English-medium learning for Korean students
    Hyunjeong Lee · 2013 · Educational Psychology
69. Individual Differences in Patterns of Spontaneous Online Tool Use
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70. Item-Specific Processing and the Generation Effect: Support for a Distinctiveness Account
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71. Retention of Solutions: It Is Better to Give than to Receive
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72. Jean Piaget and the world of the child.
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73. Cueing for transfer in multimedia programmes: process worksheets vs. worked‐out examples
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74. Reading and generating normal and transformed sentences.
    Peter Graf · 1981 · Canadian Journal of Psychology/Revue Canadienne de Psychologie
75. Recalling pictures and words: Reversing the generation effect
    Linda Pring, S. E. Freestone, Simon Katan · 1990 · Current Psychology
76. A generation effect in memory without awareness
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77. Encoding context and the generating effect in multitrial free-recall learning.
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78. The Memory Advantages of the Generation Effect: Age and Process Differences
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79. Expertise and the Generation Effect
    Richard Reardon, Francis T. Durso, Mary Ann Foley, Joseph R. McGahan · 1987 · Social Cognition
80. The generation effect: A reflection of cognitive effort?
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81. Effects of strategy instructions on learning from text and pictures
    Claudia Leopold, Marcel Doerner, Detlev Leutner, Stephan Dutke · 2014 · Instructional Science
82. The generation effect in primed word-fragment completion reexamined
    Ulrich Olofsson, Lars-G�ran Nilsson · 1992 · Psychological Research
83. Evaluating the Role of Distinctiveness in the Generation Effect
    Stephen R. Schmidt · 1992 · The Quarterly Journal of Experimental Psychology Section A
84. Does the Generation Effect Depend upon Selective Displaced Rehearsal?
    Alexis Grosofsky, David G. Payne, Karren D. Campbell · 1994 · The American Journal of Psychology
85. On the generality of the perceptual closure effect.
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86. The Effects of Data-Driven and Conceptually Driven Generation of Study Items on Direct and Indirect Measures of Memory
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87. Effects of Generation on Immediate Memory Span and Delayed Unexpected Free Recall
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88. From the archive: ‘Managing split‐attention and redundancy in multimedia instruction’ by S. Kalyuga, P. Chandler, & J. Sweller (1999). Applied Cognitive Psychology, 13, 351–371 with commentary
    Nominated by Paul Ayres – Associate Editor · 2011 · Applied Cognitive Psychology
89. The Generation Effect in a Word-stem Completion Task: The Influence of Conceptual Processes
    Serge Nicolas · 1996 · The European Journal of Cognitive Psychology
90. When Does Internal Generation Facilitate Memory for Sentences?
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91. Constraints affecting the implementation of Problem-Based Learning (PBL) strategy in university courses
    Yau Ming Lai, Kim Chow Catherine 鄧劍秋 Tang · 1999
92. The effect of phonemic processing on the retention of graphemic representations for words and nonwords
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93. Using a Three-Step Method in a Calculus Class: Extending the Worked Example
    David Miller · 2010 · College Teaching
94. No generation effect without semantic activation
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95. Memorial Consequences of Generating Words and Non-words
    In-Mao Liu, Yuh-shiow Lee · 1990 · The Quarterly Journal of Experimental Psychology Section A
96. Untitled work
    1996 · 10.1002/(sici)1099-0720(199604)10:2