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Example-based learning in heuristic domains: can using relevant content knowledge support the effective allocation of intrinsic, extraneous, and germane cognitive load?
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- Frontiers in Psychology, 2024, p. 1, doi. 10.3389/fpsyg.2024.1387095
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- Article
How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples.
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- Educational Psychology Review, 2024, v. 36, n. 3, p. 1, doi. 10.1007/s10648-024-09944-4
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- Article
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective.
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- Educational Psychology Review, 2024, v. 36, n. 1, p. 1, doi. 10.1007/s10648-024-09852-7
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- Article
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks.
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- Educational Psychology Review, 2023, v. 35, n. 4, p. 1, doi. 10.1007/s10648-023-09810-9
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- Article
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
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- Educational Psychology Review, 2022, v. 34, n. 2, p. 575, doi. 10.1007/s10648-021-09643-4
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- Article
Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog.
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- Educational Psychology Review, 2021, v. 33, n. 2, p. 763, doi. 10.1007/s10648-020-09552-y
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- Article
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details.
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- Educational Psychology Review, 2020, v. 32, n. 4, p. 1073, doi. 10.1007/s10648-020-09559-5
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- Article
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning.
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- Educational Psychology Review, 2020, v. 32, n. 4, p. 1089, doi. 10.1007/s10648-020-09541-1
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- Article
Studying Visual Displays: How to Instructionally Support Learning.
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- Educational Psychology Review, 2017, v. 29, n. 3, p. 599, doi. 10.1007/s10648-015-9340-4
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- Article
Why Practice Recommendations Are Important in Use-Inspired Basic Research and Why Too Much Caution Is Dysfunctional.
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- Educational Psychology Review, 2013, v. 25, n. 3, p. 317, doi. 10.1007/s10648-013-9236-0
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- Article
Facilitating Flexible Problem Solving: A Cognitive Load Perspective.
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- Educational Psychology Review, 2010, v. 22, n. 2, p. 175, doi. 10.1007/s10648-010-9132-9
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- Publication type:
- Article
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review.
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- Educational Psychology Review, 2010, v. 22, n. 4, p. 393, doi. 10.1007/s10648-010-9136-5
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- Article
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving.
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- Educational Psychology Review, 2010, v. 22, n. 4, p. 379, doi. 10.1007/s10648-010-9143-6
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- Article
How to Foster Active Processing of Explanations in Instructional Communication.
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- Educational Psychology Review, 2010, v. 22, n. 1, p. 25, doi. 10.1007/s10648-010-9124-9
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- Publication type:
- Article
Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication.
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- Educational Psychology Review, 2010, v. 22, n. 1, p. 9, doi. 10.1007/s10648-010-9118-7
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- Article
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account.
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- Educational Psychology Review, 2009, v. 21, n. 1, p. 67, doi. 10.1007/s10648-008-9093-4
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- Article
Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples.
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- Educational Psychology Review, 2007, v. 19, n. 3, p. 375, doi. 10.1007/s10648-007-9055-2
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- Article
Interactive Learning Environments: Contemporary Issues and Trends. An Introduction to the Special Issue.
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- 2007
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- Publication type:
- Editorial
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load.
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- British Journal of Educational Psychology, 2023, v. 93, p. 305, doi. 10.1111/bjep.12563
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- Article
Five research-based heuristics for using video in pre-service teacher education.
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- Journal for Educational Research Online / Journal für Bildungsforschung Online, 2013, v. 5, n. 1, p. 90
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- Article
Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals.
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- Education Research International, 2013, p. 1, doi. 10.1155/2013/785065
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- Article
Effects of News Frames on Perceived Risk, Emotions, and Learning.
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- PLoS ONE, 2013, v. 8, n. 11, p. 1, doi. 10.1371/journal.pone.0079696
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- Publication type:
- Article
Focused self-explanation prompts and segmenting foster pre-service teachers' professional vision - but only during training!
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- International Journal of Educational Technology in Higher Education, 2022, v. 19, n. 1, p. 1, doi. 10.1186/s41239-022-00331-z
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- Article
An eye movement pre-training fosters the comprehension of processes and functions in technical systems.
- Published in:
- Frontiers in Psychology, 2015, v. 6, p. 1, doi. 10.3389/fpsyg.2015.00598
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- Publication type:
- Article
Editorial.
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- Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa), 2017, v. 45, n. 4, p. 194
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- Article
Multiple Ziele: Warum Lernende oft (zu) viel beachten müssen und wie Lehrende damit umgehen könnten.
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- Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa), 2016, v. 44, n. 3, p. 239
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- Publication type:
- Article
Multiple Ziele in Unterricht und Lernumgebungen: Einführung in den Thementeil.
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- Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa), 2016, v. 44, n. 3, p. 206
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- Publication type:
- Article
Evidenzbasierte Praxis -- im Lehrerberuf?! Einführung in den Thementeil.
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- Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa), 2015, v. 43, n. 3, p. 188
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- Publication type:
- Article
Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training.
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- Education Research International, 2020, p. 1, doi. 10.1155/2020/8067619
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- Article
The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning.
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- Educational Technology & Society, 2015, v. 18, n. 4, p. 185
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- Article
Example-based learning: exploring the use of matrices and problem variability.
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- Educational Technology Research & Development, 2016, v. 64, n. 1, p. 115, doi. 10.1007/s11423-015-9403-8
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- Publication type:
- Article
Meta-analyses as a privileged information source for informing teachers' practice?: A plea for theories as primus inter pares.
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- Zeitschrift für Pädagogische Psychologie, 2022, v. 36, n. 4, p. 217, doi. 10.1024/1010-0652/a000345
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- Article
Combining a Direct and Indirect Training Approach for Cross-Domain Competences: The Case of the Course "Pedagogy for Psychotherapists".
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- Psychology Learning & Teaching, 2023, v. 22, n. 2, p. 195, doi. 10.1177/14757257231163482
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- Article
The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers.
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- Psychology Learning & Teaching, 2021, v. 20, n. 3, p. 420, doi. 10.1177/14757257211028723
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- Article
Improving Lifelong Learning by Fostering Students' Learning Strategies at University.
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- Psychology Learning & Teaching, 2021, v. 20, n. 1, p. 144, doi. 10.1177/1475725720952025
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- Article
Helping preservice teachers with inaccurate and fragmentary prior knowledge to acquire conceptual understanding of psychological principles.
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- Psychology Learning & Teaching, 2015, v. 14, n. 1, p. 5, doi. 10.1177/1475725714564925
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- Article
Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy.
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- Journal of Computer Assisted Learning, 2024, v. 40, n. 4, p. 1852, doi. 10.1111/jcal.12991
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- Article
Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement.
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- Journal of Computer Assisted Learning, 2024, v. 40, n. 2, p. 478, doi. 10.1111/jcal.12889
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- Publication type:
- Article
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning.
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- Journal of Computer Assisted Learning, 2022, v. 38, n. 4, p. 977, doi. 10.1111/jcal.12671
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- Article
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant.
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- Journal of Computer Assisted Learning, 2021, v. 37, n. 5, p. 1248, doi. 10.1111/jcal.12560
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- Article
Adjunct aids and signals support online learning from multiple representations.
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- Journal of Computer Assisted Learning, 2021, v. 37, n. 1, p. 172, doi. 10.1111/jcal.12477
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- Publication type:
- Article
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence.
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- Journal of Computer Assisted Learning, 2020, v. 36, n. 4, p. 514, doi. 10.1111/jcal.12418
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- Publication type:
- Article
Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter.
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- Sustainability (2071-1050), 2020, v. 12, n. 10, p. 4184, doi. 10.3390/su12104184
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- Publication type:
- Article
Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention.
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- Research & Practice in Technology Enhanced Learning, 2023, v. 18, p. 1, doi. 10.58459/rptel.2023.18008
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- Publication type:
- Article
Toward an Instructionally Oriented Theory of Example-Based Learning.
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- Cognitive Science, 2014, v. 38, n. 1, p. 1, doi. 10.1111/cogs.12086
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- Publication type:
- Article
Learning from worked-out examples: A study on individual differences.
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- Cognitive Science, 1997, v. 21, n. 1, p. 1, doi. 10.1207/s15516709cog2101_1
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- Publication type:
- Article
Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy.
- Published in:
- Instructional Science, 2024, v. 52, n. 4, p. 613, doi. 10.1007/s11251-023-09651-7
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- Publication type:
- Article
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers.
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- Instructional Science, 2022, v. 50, n. 3, p. 451, doi. 10.1007/s11251-022-09577-6
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- Publication type:
- Article
Refuting student teachers' misconceptions about multimedia learning.
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- Instructional Science, 2022, v. 50, n. 1, p. 89, doi. 10.1007/s11251-021-09568-z
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- Publication type:
- Article
It matters how to recall – task differences in retrieval practice.
- Published in:
- Instructional Science, 2020, v. 48, n. 6, p. 699, doi. 10.1007/s11251-020-09526-1
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- Publication type:
- Article