the psychology of learning and motivation - Percepts and Concepts ...

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Applying the Science of Learning to Multimedia Instruction 107Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in anagent-based multimedia game. Journal ofEducationalPsychology, 97, 117–128.Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agencyin computer-based teaching: Do students learn more deeply when they interact withanimated pedagogical agents? Cognition andInstruction, 19, 177–213.Nass, C., & Brave, S. (2005). Wired for speech: How voice activates and advances the humancomputerrelationship. Cambridge, MA: MIT Press.O’Neil, H. F., Mayer, R. E., Herl, H., Thurman, R., & Olin, K. (2000). Instructionalstrategies for virtual environments. In H. F. O’Neil, and D. H. Andrews (Eds.), Aircrafttraining: Methods,technologies, andassessment (pp. 105–130). Mahwah, NJ: Erlbaum.Paivio, A. (1986). Mentalrepresentations: A dual-coding approach. Oxford, England: OxfordUniversity Press.Paivio, A. (2006). Mindanditsevolution:Adualcodingapproach.Mahwah, NJ: Erlbaum.Pashler, H., Bain, P., Bottage, B., Graesser, A., Koedinger, K., & McDaniel, M., et al.,(2007). Organizing instruction and study to improve student learning. Washington, DC:National Center for Educational Research, U.S. Department of Education.Pashler, H., McDaniel, M., Rowher, D., & Bjork, R. (2009). Learning styles: Conceptsand evidence. PsychologicalScience inthe PublicInterest, 9, 105–119.Pellegrino, J. W., Chudowsky, N, and Glaser, R. 2001 (Eds.), Knowingwhatstudentsknow.Washington, DC: National Academy Press.Phye, G. D., Robinson, D. H, and Levin, J. 2005 (Eds.), Empirical methods for evaluatingeducationalinterventions. San Diego: Elsevier Academic Press.Plass, J. L., Moreno, R, and Brunken, R. 2010 (Eds.), Cognitive load theory. New York:Cambridge University Press.Ploetzner, R., Fehse, E., Kneser, C., & Spada, H. (1999). Learning to relate qualitative andquantitative problem representations in a model-based setting for collaborative problemsolving. Journalof theLearningSciences, 8, 177–214.Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information.LearningandInstruction, 12, 61–86.Reeves, B., & Nass, C. (1996). The media equation. New York: Cambridge UniversityPress.Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic researchand implications for educational practice. PerspectivesonPsychologicalScience, 1, 181–210.Rosenthal, R., Rosnow, R. L., & Rubin, D. B. (2000). Contrastsande¡ectsizesinbehavioralresearch.New York: Cambridge University Press.Roy, M., & Chi, M. T. H. (2005). The self-explanation principle in multimedialearning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning(pp. 271–286). New York: Cambridge University Press.Sadoski, M., & Paivio, A. (2001). Imageryand text: A dualcoding theoryofreadingand writing.Mahwah, NJ: Erlbaum.Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in termsof working memory capacity. Memory& Cognition, 34, 344–355.Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (2010).Drawing as a generative activity and drawing as a prognostic activity. Journal ofEducationalPsychology, 102, 872–879.Shavelson, R. J, and Towne, L. 2002 (Eds.), Scienti¢c research in education. Washington,DC: National Academy Press.Stokes, D. E. (1997). Pasteur’squadrant:Basicscienceandtechnologicalinnovation.Washington,DC: Brookings Institution Press.Stull, A., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Threeexperimental comparisons of learner-generated versus author-provided graphic organizers.Journalof EducationalPsychology, 99, 808–820.
108 Richard E. MayerSweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACERPress.Sweller, J. (2005a). Implications of cognitive load theory for multimedia learning. In R. E.Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). New York:Cambridge University Press.Sweller, J. (2005b). The redundancy principle in multimedia learning. In R. E. Mayer(Ed.), The Cambridge handbook of multimedia learning (pp. 159–168). New York:Cambridge University Press.Tabbers, T. K., Martens, R. L., & van Merrienboer, J. J. G. (2004). Multimedia instructionsand cognitive load theory: Effects of modality and cueing. British Journal ofEducational Psychology, 74, 71–81.Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are betterthan one. Journal ofExperimentalPsychology: Applied, 3, 257–287.Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). Thepoliteness effect: Pedagogical agents and learning outcomes. International Journal ofHuman Computer Studies, 66, 96–112.Wentzel, K. R, and Wigfield, A. 2009 (Eds.), Handbookof motivation at school. New York:Routledge.Wittrock, M. C. (1989). Generative processes of comprehension. EducationalPsychologist,24, 345–376.
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Series EditorBRIAN H. ROSSBeckman I
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Academic Press is an imprint of Els
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viContents3. Science of Multimedia
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xContributorsHenry L. Roediger, III
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xiiPrefaceand there has been much e
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xivPrefaceInterventions for improvi
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2 Henry L. Roediger et al.delayed t
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10 Henry L. Roediger et al.seems so
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14 Henry L. Roediger et al.Table 2
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16 Henry L. Roediger et al.improved
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18 Henry L. Roediger et al.this mat
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20 Henry L. Roediger et al.length o
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22 Henry L. Roediger et al.9. BENEF
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24 Henry L. Roediger et al.subjects
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26 Henry L. Roediger et al.feedback
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28 Henry L. Roediger et al.supporti
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30 Henry L. Roediger et al.of some
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32 Henry L. Roediger et al.Benefit
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34 Henry L. Roediger et al.Hasher,
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36 Henry L. Roediger et al.Son, L.
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38 John Sweller1. INTRODUCTIONCogni
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40 John Sweller‘‘baby-talk.’
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42 John Swellerof cognitive or meta
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44 John SwellerTable 1Natural Infor
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46 John Swellerconfigurations. A ch
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48 John Swellerreproduction results
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50 John Swellerto mutation, without
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52 John Swellerusing a complex or,
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54 John SwellerThe human cognitive
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Page 75 and 76: 60 John Swellerthan memorizing the
Page 77 and 78: 62 John SwellerTable 2EffectVariabi
Page 79 and 80: 64 John Swelleroccurs when students
Page 81 and 82: 66 John Sweller3.3.3. The Split-Att
Page 83 and 84: 68 John Swellermerely restates the
Page 85 and 86: 70 John SwellerThe expertise revers
Page 87 and 88: 72 John Swellerobtained a reverse m
Page 89 and 90: 74 John Swelleractivities that othe
Page 91 and 92: 76 John SwellerRenkl, A. (2005). Th
Page 93 and 94: 78 Richard E. Mayercognitive theory
Page 95 and 96: 80 Richard E. Mayerpictures beginni
Page 97 and 98: 82 Richard E. MayerThe dualchannelp
Page 99 and 100: 84 Richard E. Mayerlearner selects
Page 101 and 102: 86 Richard E. MayerRosenthal, Rosno
Page 103 and 104: 88 Richard E. MayerGenerative proce
Page 105 and 106: 90 Richard E. Mayer4.2. Evidence-ba
Page 107 and 108: 92 Richard E. Mayersituation could
Page 109 and 110: 94 Richard E. Mayer(Moreno & Mayer,
Page 111 and 112: 96 Richard E. Mayer4.3.1. Segmentin
Page 113 and 114: 98 Richard E. Mayerpresenting the w
Page 115 and 116: 100 Richard E. MayerThe multimedia
Page 117 and 118: 102 Richard E. Mayergame in industr
Page 119 and 120: 104 Richard E. MayerClark, R. C., &
Page 121: 106 Richard E. MayerMayer, R. E., &
Page 125: 110 Timothy J. Nokes and Daniel M.
Page 128 and 129: Incorporating Motivation into a The
Page 152 and 153: CHAPTERFIVEOn the Interplay of Emot
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Implications for Enhancing Academic
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CHAPTERSIXThere Is Nothing So Pract
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There Is Nothing So Practical as a
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CHAPTERSEVENThe Power of Comparison
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The Power of Comparison in Learning
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CHAPTEREIGHTThe Ubiquitous Patterns
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The Ubiquitous Patterns of Incorrec
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CHAPTERNINEConceptual Problem Solvi
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Conceptual Problem Solving in Physi
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IndexAAcademic performancedrive the
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Index 301Correct method comparison,
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Index 303LLabor in vain, 28Language
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Index 305OOntological categories of
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Index 307WWeb-delivered multimedia
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CONTENTS OF RECENT VOLUMESVolume 40
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Contents of Recent Volumes 311Under
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Contents of Recent Volumes 313Volum
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