Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Abbey M. Loehr"'
Publikováno v:
The Journal of Experimental Education. 91:1-19
Productive learning of algebra is supported when students reflect on multiple strategies, compare them and discuss the rationale behind and relative merits of particular strategies. Comparison and ...
Publikováno v:
Applied Cognitive Psychology. 34:825-836
Publikováno v:
British Journal of Educational Psychology. 90:997-1014
BACKGROUND Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. AIMS We ex
Publikováno v:
Educational Technology Research and Development. 66:579-596
The goal of the current study was to contribute to our emergent understanding of whether and how particular types of digital games can support student learning and engagement. We focused on commercially available educational apps that focused on simi
Publikováno v:
Learning and Individual Differences. 58:90-96
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place valu
Publikováno v:
ZDM. 49:599-611
Promoting self-explanation (i.e., generating explanations for oneself in an attempt to make sense of new information) is a recommended study strategy and instructional practice. A meta-analysis of the literature on prompting self-explanation to impro
Autor:
Abbey M. Loehr, Bethany Rittle-Johnson
Publikováno v:
Journal of Cognition and Development. 18:226-245
Research has demonstrated that providing labels helps children notice key features of examples. Much less is known about how different labels impact children’s ability to make inferences about the structure underlying mathematical notation. We test
Publikováno v:
Deeper Learning, Dialogic Learning, and Critical Thinking ISBN: 9780429323058
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::837d491a25ab6e3898d6d5d15fcf0695
https://doi.org/10.4324/9780429323058-4
https://doi.org/10.4324/9780429323058-4
Publikováno v:
British Journal of Educational Psychology. 86:576-591
Background Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportuni
Publikováno v:
Journal of Cognition and Development. 17:85-104
Children’s knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and