相关参考文献
注意:仅列出部分参考文献,下载原文获取全部文献信息。Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters
Jia Lu et al.
APPLIED COGNITIVE PSYCHOLOGY (2020)
The Variability Effect: When Instructional Variability Is Advantageous
Vicki Likourezos et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2019)
Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective
Bing Hiong Ngu et al.
JOURNAL OF EXPERIMENTAL EDUCATION (2018)
The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect
Ouhao Chen et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2017)
The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments
Bruce M. McLaren et al.
COMPUTERS IN HUMAN BEHAVIOR (2016)
Reducing intrinsic cognitive load in percentage change problems: The equation approach
Bing Hiong Ngu et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2016)
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics
Bethany Rittle-Johnson et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2015)
The Worked Example Effect, the Generation Effect, and Element Interactivity
Ouhao Chen et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2015)
Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise
Sahar Bokosmaty et al.
AMERICAN EDUCATIONAL RESEARCH JOURNAL (2015)
Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction
Bing Hiong Ngu et al.
INSTRUCTIONAL SCIENCE (2014)
Toward an Instructionally Oriented Theory of Example-Based Learning
Alexander Renkl
COGNITIVE SCIENCE (2014)
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work
Andre Tricot et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2014)
Levels of Knowledge and Deliberate Practice
Mariya Pachman et al.
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED (2013)
Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing
Bing Hiong Ngu et al.
JOURNAL OF MATHEMATICAL BEHAVIOR (2013)
Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect
Chee Ha Lee et al.
COMPUTERS IN HUMAN BEHAVIOR (2011)
Improving students' proportional thinking using schema-based instruction
Asha K. Jitendra et al.
LEARNING AND INSTRUCTION (2011)
Effects of worked examples, example-problem, and problem-example pairs on novices' learning
Tamara van Gog et al.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2011)
The Process of Probability Problem Solving: Use of External Visual Representations
Doris Zahner et al.
MATHEMATICAL THINKING AND LEARNING (2010)
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
John Sweller
EDUCATIONAL PSYCHOLOGY REVIEW (2010)
How Multiple External Representations Are Used and How They Can Be Made More Useful
Rolf Schwonke et al.
APPLIED COGNITIVE PSYCHOLOGY (2009)
The nature and development of experts' strategy flexibility for solving equations
Jon R. Star et al.
ZDM-MATHEMATICS EDUCATION (2009)
Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations
Bing Hiong Ngu et al.
INSTRUCTIONAL SCIENCE (2009)
Trade-offs between grounded and abstract representations: Evidence from algebra problem solving
Kenneth R. Koedinger et al.
COGNITIVE SCIENCE (2008)
Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency
Tamara van Gog et al.
LEARNING AND INSTRUCTION (2008)
Computer-supported example-based learning: When instructional explanations reduce self-explanations
S Schworm et al.
COMPUTERS & EDUCATION (2006)
Learning and understanding science instructional material
R Carlson et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2003)
Developing conceptual understanding and procedural skill in mathematics: An iterative process
B Rittle-Johnson et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2001)
The magical number 4 in short-term memory: A reconsideration of mental storage capacity
N Cowan
BEHAVIORAL AND BRAIN SCIENCES (2001)