Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Øistein Anmarkrud"'
Publikováno v:
Frontline Learning Research, Vol 7, Iss 3 (2019)
This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants’ processi
Externí odkaz:
https://doaj.org/article/a58cf7335a8245048415d1c7c4e7a964
Autor:
Jason L. G. Braasch, Øistein Anmarkrud, Anette Andresen, Leila E. Ferguson, CarolAnne M. Kardash
Publikováno v:
Reading Psychology. :1-23
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::93312d3a0ab0a8e6e512ec02692ed7b9
https://doi.org/10.1080/02702711.2023.2179145
https://doi.org/10.1080/02702711.2023.2179145
Autor:
Paavo H.T. Leppänen, Carita Kiili, Asko Tolvanen, Laura Kanniainen, Mikko Aro, Øistein Anmarkrud
This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice task and online research
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7a49ee04d5f459ddb19767d4d02a7599
http://hdl.handle.net/10852/89955
http://hdl.handle.net/10852/89955
Autor:
Ana Pérez, Vicenta Ávila, Pablo Delgado, Øistein Anmarkrud, L. Altamura, S. M. Chireac, Ladislao Salmerón
Informational video blogs are a popular method of communication among students that may be fruitful educational tools, but their potential benefits and risks remain unclear. Streaming videos created by YouTubers are often consumed for entertainment,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b6974598b5805bbd4fd766dee766a2c5
http://hdl.handle.net/10852/91463
http://hdl.handle.net/10852/91463
Publikováno v:
Reading and Writing. 32:1149-1174
Learning from different representations, such as text and pictures, is supposed to be more effective than learning from text alone. However, there is very limited research on potential differences between students with and without dyslexia with respe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e6fc4177d530233a4606f556450b7ec
https://doi.org/10.1007/s11145-018-9904-z
https://doi.org/10.1007/s11145-018-9904-z
Publikováno v:
Handbook of Multiple Source Use ISBN: 9781315627496
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f235073bb881db01316ae91b218e38b7
https://doi.org/10.4324/9781315627496-7
https://doi.org/10.4324/9781315627496-7
Autor:
Randi Nordlie, Øistein Anmarkrud
Publikováno v:
Norsk pedagogisk tidsskrift. 99:321-333
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7cd8834f383274ae4accf880c220f98c
https://doi.org/10.18261/issn1504-2987-2015-05-02
https://doi.org/10.18261/issn1504-2987-2015-05-02
Publikováno v:
Educational Psychology. 36:638-657
We examined the role of justification for knowing beliefs in learning and comprehension when ethnic majority and ethnic minority students from the same school classes read five conflicting documents on the scientific issue of sun exposure and health.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e70424b3e89f4e2a40f64973feda446c
https://doi.org/10.1080/01443410.2014.920080
https://doi.org/10.1080/01443410.2014.920080
Publikováno v:
Learning and Individual Differences. 31:11-20
This study examined implicit theories of intelligence as predictors of multiple document comprehension in a sample of 59 Norwegian upper-secondary school students. In four multiple regression analyses with multiple document comprehension indicated by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::85c2b25e6827f62b34c24fd30b08229f
https://doi.org/10.1016/j.lindif.2013.12.012
https://doi.org/10.1016/j.lindif.2013.12.012
Publikováno v:
Learning and Instruction. 30:9-24
The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing vari
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bd66551959a9941297acdfdcfefa5fe1
https://doi.org/10.1016/j.learninstruc.2013.11.002
https://doi.org/10.1016/j.learninstruc.2013.11.002