Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 3 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 3 |
Descriptor
Source
Journal of Educational… | 26 |
Author
Gray, G. Susan | 2 |
Anderson, Lorin W. | 1 |
Bartlett, Laura K. | 1 |
Beal, Carole R. | 1 |
Bergan, John R. | 1 |
Berweger, Belinda | 1 |
Biemiller, Andrew | 1 |
Blote, Anke W. | 1 |
Bus, Adriana G. | 1 |
Das, J. P. | 1 |
Davis, J. Kent | 1 |
More ▼ |
Publication Type
Journal Articles | 13 |
Reports - Research | 7 |
Speeches/Meeting Papers | 2 |
Information Analyses | 1 |
Tests/Questionnaires | 1 |
Education Level
Higher Education | 3 |
Postsecondary Education | 3 |
Audience
Location
California | 1 |
Germany | 1 |
Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Hidden Figures Test | 1 |
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Berweger, Belinda; Kracke, Bärbel; Dietrich, Julia – Journal of Educational Psychology, 2023
Learning processes that involve cognitive incongruity are closely tied to emotional experiences such as curiosity or confusion. The present study examined how discovering that a confidently held misconception is incorrect influences emotions and in turn the motivation to seek additional information. We asked 275 preservice teachers to judge if…
Descriptors: Preservice Teachers, Epistemology, Psychological Patterns, Academic Achievement
Higham, Philip A.; Zengel, Bettina; Bartlett, Laura K.; Hadwin, Julie A. – Journal of Educational Psychology, 2022
Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via e-mail to engage in three learning practice…
Descriptors: Learning Processes, Feedback (Response), Retention (Psychology), Study Habits
Yan, Veronica X.; Sana, Faria – Journal of Educational Psychology, 2021
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But…
Descriptors: Learning Processes, Beliefs, Evidence, Metacognition

Di Vesta, Francis J.; Gray, G. Susan – Journal of Educational Psychology, 1973
Study was designed to extend previous studies on note taking and listening by investigating the effects of thematic relatedness and of opportunity for consolidation on the learner's recall. (Authors)
Descriptors: Connected Discourse, Individual Differences, Intervals, Learning Processes

Bergan, John R.; And Others – Journal of Educational Psychology, 1982
Whether hierarchical ordering among fraction identification problems reflects the replacement of simple rules by complex rules was investigated. Latent class techniques revealed that children applied rules that were adequate for simple problems but had to be replaced to solve more complex problems. (Author/GK)
Descriptors: Difficulty Level, Elementary Education, Elementary School Mathematics, Fractions

Levin, Joel R.; And Others – Journal of Educational Psychology, 1974
Descriptors: Classification, Cognitive Style, Elementary School Students, Individual Differences

Davis, J. Kent; Klausmeier, Herbert J. – Journal of Educational Psychology, 1970
Descriptors: Cognitive Processes, Concept Formation, High School Students, Individual Differences

Anderson, Lorin W. – Journal of Educational Psychology, 1976
Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)
Descriptors: Arithmetic, Criterion Referenced Tests, Grade 8, Individual Differences

Di Vesta, Francis; Gray, G. Susan – Journal of Educational Psychology, 1972
Subjects listened to a set of three 5-minute passages. A free-recall test and a multiple-choice test were administered at the conclusion of the experiment. It was found that the number of ideas recalled was favorably influenced by note taking, rehearsal and testing. (CK)
Descriptors: Individual Differences, Learning Processes, Listening, Multiple Choice Tests

Hiller, Jack H. – Journal of Educational Psychology, 1974
Descriptors: College Students, Individual Differences, Learning Processes, Questioning Techniques

Robinson, Jack E.; Gray, Jerry L. – Journal of Educational Psychology, 1974
The results of this study support earlier contentions that standardized intellectual ability and school achievement tests are quite heterogeneous with respect to cognitive style requirements. The findings indicate, however, that additional variance was accounted for by cognitive style measures beyond that of verbal and nonverbal IQ relation to…
Descriptors: Academic Achievement, Achievement Tests, Cognitive Processes, Cognitive Style

Koran, Mary Lou; And Others – Journal of Educational Psychology, 1971
Descriptors: Aptitude Tests, Individual Differences, Learning Processes, Performance Criteria

Simons, P. R. J. – Journal of Educational Psychology, 1984
Three functions that might explain why analogies are effective reading aids are described. Six experiments using elementary, secondary, and college students are reported which address the use of analogies as reading aids. Performance improvement, reading time, effects of restrictive time conditions, and aptitude treatment interactions are…
Descriptors: Aptitude Treatment Interaction, Elementary Secondary Education, Higher Education, Individual Differences

Stevenson, Harold W.; And Others – Journal of Educational Psychology, 1971
Descriptors: Associative Learning, Disadvantaged Youth, Individual Differences, Learning Processes

Kirby, John R.; Das, J. P. – Journal of Educational Psychology, 1977
Reading comprehension and vocabulary scores, and verbal and nonverbal IQ were significantly related to both simultaneous and successive processing ability in fourth grade Canadian boys. High levels of both types of processing ability are necessary for high achievement; high levels of one type only will result in moderate achievement. (Author/GDC)
Descriptors: Ability, Academic Achievement, Aptitude Treatment Interaction, Cognitive Processes
Previous Page | Next Page »
Pages: 1 | 2