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Implications for Enhancing Academic Achievement 165Faust, M. W., Ashcraft, M. H., & Fleck, D. E. (1996). Mathematics anxiety effects insimple and complex addition. MathematicalCognition, 2(1), 25–62.Fennema, E. (1989). The study of affect and mathematics: A proposed generic model forresearch. In D. B. McLeod, and V. M. Adams, Eds.), A¡ect and mathematical problemsolving: Anewperspective (pp. 205–219). New York: Springer-Verlag.Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers’attributions and beliefs about girls, boys, and mathematics. Educational Studies inMathematics, 21(1), 55–69.Fiore, G. (1999). Math-abused students: Are we prepared to teach them? MathematicsTeacher, 92(5), 403–406.Foss, D. H., & Hadfield, O. D. (1993). A successful clinic for the reduction of mathematicsanxiety among college students. CollegeStudentJournal, 27(2), 157–166.Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choice insimple and complex addition: Contributions of working memory and countingknowledge for children with mathematical disability. Journal of Experimental ChildPsychology, 88(2), 121–151.Geary, D. C., & Widaman, K. F. (1992). Numerical cognition: On the convergence ofcomponential and psychometric models. Intelligence, 16(1), 47–80.Gimmig, D., Huguet, P., Caverni, J. -P., & Cury, F. (2006). Choking under pressure andworking-memory capacity: When performance pressure reduces fluid intelligence.PsychonomicBulletin& Review, 13(6), 1005–1010.Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat anddouble-minority status on the test performance of Latino women. PersonalityandSocialPsychology Bulletin, 28(5), 659–670.Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threatand women’s achievement in high-level math courses. JournalofAppliedDevelopmentalPsychology, 29(1), 17–28.Gresky, D. M., Ten Eyck, L. L., Lord, C. G., & McIntyre, R. B. (2005). Effects of salientmultiple identities on women’s performance under mathematics stereotype threat. SexRoles, 53(9/10), 703–716.Harper, N. J., & Daane, C. J. (1998). Causes and reduction of math anxiety in preserviceelementary teachers. ActioninTeacher Education, 19(4), 29–38.Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal forResearchinMathematics Education, 21(1), 33–46.Hendel, D. D., & Davis, S. O. (1978). Effectiveness of an intervention strategy for reducingmathematics anxiety. JournalofCounselingPsychology, 25(5) 429–234.Hopko, D. R., Ashcraft, M. H., Gute, J., Ruggiero, K. J., & Lewis, C. (1998).Mathematics anxiety and working memory: Support for the existence of a deficientinhibition mechanism. JournalofAnxietyDisorders, 12(4), 343–355.Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. AmericanEducationalResearchJournal, 27(2), 279–300.Imbo, I., & Vandierendonck, A. (2007). Do multiplication and division strategies rely onexecutive and phonological working memory resources? Memory & Cognition, 35(7),1759–1771.Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Whyfemales are susceptible to experiencing problem-solving deficits in the presence ofmales. PsychologicalScience, 11(5), 365–371.Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being thetarget of prejudice affects self-control. PsychologicalScience, 17(3), 262–269.Joormann, J., & Tran, T. B. (2009). Rumination and intentional forgetting of emotionalmaterial. Cognitive&Emotion, 23(6), 1233–1246.
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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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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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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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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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110 Timothy J. Nokes and Daniel M.
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Incorporating Motivation into a The
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Page 152 and 153: CHAPTERFIVEOn the Interplay of Emot
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Page 186 and 187: CHAPTERSIXThere Is Nothing So Pract
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Page 214 and 215: CHAPTERSEVENThe Power of Comparison
Page 216 and 217: The Power of Comparison in Learning
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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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