In this article, we leverage data from over 1,000 students participating in two different online courses to investigate whether better learning outcomes are associated with student decisions to practice instead of (re-)reading. Consistent with laboratory and classroom findings, we find that students' decisions to practice are related to better…

This study assessed the efficacy of the spaced learning method compared to the activity-oriented method in improving chemistry achievement among high school students, focusing on different cognitive domains. An experimental design involving pre and post-test control groups was employed, with 106 students from two schools participating. The…

Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video…

We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students' experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate…

When learning procedures in real life, learners generally use action atomization strategies (interleaving instructions consultation and execution) and need several repetitions to acquire the skill. However, in studies on procedural learning, delayed execution paradigms (2 separate steps consisting of instructions consultation, then execution)…

Rational number understanding is a critical building block for success in more advanced mathematics; however, how rational number magnitudes are conceptualized is not fully understood. In the current study, we used a dual-task working memory (WM) interference paradigm to investigate the dominant type of strategy (i.e., requiring verbal WM…

The ability to learn in a self-regulated way is important for adolescents' academic achievements. Monitoring one's own learning is a prerequisite skill for successful self-regulated learning. However, accurate monitoring has been found to be difficult for adolescents, especially for learning problem-solving tasks such as can be found in math and…

Reading for learning frequently requires integrating text and picture information into coherent knowledge structures. This article presents an experimental study aimed at analyzing the strategies used by students for integrating text and picture information. Four combinations of texts and pictures (text-picture units) were selected from textbooks…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing…

Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy.…

Examines mnemonic transfer in the form of knowledge generalization in the context of an artwork-learning task. Results reveal that mnemonic instruction produced memory benefits on a direct test, and that on a transfer task, mnemonic students who were directed to focus on the general style of the artist outperformed students who focused on details…

The role of prior knowledge in elaboration strategies was examined in 3 experiments involving 304 college students.. Elaborative interrogation was most effective when learners were able to draw on a rich knowledge base. When the knowledge base was low, imagery-based strategies were more potent than elaborative interrogation. (SLD)

Combined fading with the introduction of prompts designed to encourage learners to identify the underlying principle illustrated in each worked-out solution step. Across 2 experiments, this combination produced medium to large effects on near and far transfer without requiring additional time on task. Thus, the instructional procedure is highly…

Two experiments involving 114 college students were conducted to determine the potential of elaborate verbal rehearsal (EVR) as a learning strategy for high-risk college students. EVR-trained subjects performed significantly better on immediate and delayed tests, which suggests that EVR is a powerful learning strategy for high-risk students. (SLD)