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166 Sian L. Beilock <strong>and</strong> Gerardo RamirezJackson, C., & Leffingwell, R. (1999). The role <strong>of</strong> instructors in creating math anxiety instudents from kindergarten through college. Ma<strong>the</strong>maticsTeacher, 92(7), 583–587.Kamann, M. P., & Wong, B. Y. L. (1993). Inducing adaptive coping self-statements inchildren with <strong>learning</strong> disabilities through self-instruction training. Journal <strong>of</strong> LearningDisabilities, 26(9), 630–638.Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect <strong>of</strong> domainidentification, task difficulty <strong>and</strong> stereotype threat on female students’ maths performance.BritishJournal <strong>of</strong>EducationalPsychology, 77(2), 323–338.Kelly, W., & Tomhave, W. (1985). A study <strong>of</strong> math anxiety <strong>and</strong> math avoidance in preserviceelementary teachers. ArithmeticTeacher, 32(5), 51–53.Klein, K., & Boals, A. (2001). Expressive writing can increase working memory capacity.Journal<strong>of</strong> ExperimentalPsychology: General, 130(3), 520–533.Koenig, A. M., & Eagly, A. H. (2005). Stereotype threat in men on a test <strong>of</strong> socialsensitivity. SexRoles, 52(7/8), 489–496.Krakowski, M., Ratliff, K. R., Levine, S. C., & Gomez, L. (2010). Fostering spatial<strong>learning</strong> in <strong>the</strong> classroom: Integrating psychological research with educational practice.Paper presented at <strong>the</strong> American Educational Research Association, Denver, CO.Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety <strong>and</strong> math ability inearly primary school years. Journal<strong>of</strong>PsychoeducationalAssessment, 27(3), 206–225.Levy, B. (1996). Improving memory in old age through implicit self stereotyping. Journal<strong>of</strong>Personality<strong>and</strong>SocialPsychology, 71(6), 1092–1107.Leyens, J. -P., Desert, M., Croizet, J. -C., & Darcis, C. (2000). Stereotype threat: Are lowerstatus <strong>and</strong> history <strong>of</strong> stigmatization preconditions <strong>of</strong> stereotype threat? Personality<strong>and</strong>SocialPsychologyBulletin, 26(10), 1189–1199.Lyons I. M., & Beilock, S. L. (2010). Ma<strong>the</strong>matics anxiety: Separating <strong>the</strong> math from <strong>the</strong>anxiety. Poster presented at <strong>the</strong> annual Psychonomics meeting in St. Louis, MO.Marx, D. M., & Roman, J. S. (2002). Female role models: Protecting women’s math testperformance. Personality<strong>and</strong> SocialPsychologyBulletin, 28(9), 1183–1193.Marx, D. M., Stapel, D. A., & Muller, D. (2005). We can do it: The interplay <strong>of</strong> construalorientation <strong>and</strong> social comparison under threat. Journal <strong>of</strong> Personality <strong>and</strong> SocialPsychology, 88(3), 432–446.Mattarella-Micke, A., Mateo, J., Kozak, M. N., Foster, K., & Beilock, S. L. (in press).Choke or thrive? The relation between salivary cortisol <strong>and</strong> math performancedepends on individual differences in working memory <strong>and</strong> math anxiety. Emotion.McIntyre, R. B., Lord, C. G., Gresky, D. M., Ten Eyck, L. L., Frye, G. D. J., & Bond Jr., C.F. (2005). A social impact trend in <strong>the</strong> effects <strong>of</strong> role models on alleviating women’sma<strong>the</strong>matics stereotype threat. CurrentResearchin SocialPsychology, 10, 116–136.McIntyre, R. B., Paulson, R., & Lord, C. (2003). Alleviating women’s ma<strong>the</strong>maticsstereotype threat through salience <strong>of</strong> group achievements. Journal <strong>of</strong> ExperimentalSocialPsychology, 39(1), 83–90.Meece, J. (1981). Individual differences in <strong>the</strong> affective reactions <strong>of</strong> middle <strong>and</strong> highschool students to ma<strong>the</strong>matics: A social cognitive perspective. Unpublished doctoraldissertation, University <strong>of</strong> Michigan, Ann Arbor, MI.Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors <strong>of</strong> math anxiety <strong>and</strong> itsconsequences for young adolescents’ course enrollment intentions <strong>and</strong> performancesin ma<strong>the</strong>matics. Journal<strong>of</strong>EducationalPsychology, 82(1), 60–70.Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations <strong>and</strong> attitudestoward ma<strong>the</strong>matics before <strong>and</strong> after <strong>the</strong> transition to junior high school. ChildDevelopment, 60(4), 981–992.A. Miyake, <strong>and</strong> P. Shah, Eds.),1999. New York: Cambridge University Press.
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Series EditorBRIAN H. ROSSBeckman I
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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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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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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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56 John Swellerepigenetic system ha
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58 John SwellerWe can determine lev
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60 John Swellerthan memorizing the
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62 John SwellerTable 2EffectVariabi
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64 John Swelleroccurs when students
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66 John Sweller3.3.3. The Split-Att
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68 John Swellermerely restates the
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70 John SwellerThe expertise revers
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72 John Swellerobtained a reverse m
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74 John Swelleractivities that othe
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76 John SwellerRenkl, A. (2005). Th
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78 Richard E. Mayercognitive theory
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80 Richard E. Mayerpictures beginni
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82 Richard E. MayerThe dualchannelp
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84 Richard E. Mayerlearner selects
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86 Richard E. MayerRosenthal, Rosno
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88 Richard E. MayerGenerative proce
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90 Richard E. Mayer4.2. Evidence-ba
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92 Richard E. Mayersituation could
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94 Richard E. Mayer(Moreno & Mayer,
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96 Richard E. Mayer4.3.1. Segmentin
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98 Richard E. Mayerpresenting the w
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100 Richard E. MayerThe multimedia
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102 Richard E. Mayergame in industr
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104 Richard E. MayerClark, R. C., &
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106 Richard E. MayerMayer, R. E., &
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108 Richard E. MayerSweller, J. (19
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Incorporating Motivation into a The
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CHAPTEREIGHTThe Ubiquitous Patterns
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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