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The Ubiquitous Patterns of Incorrect Answers to Science Questions 267Vosniadou, S. (1994). Capturing and modeling the process of change. Learning andInstruction, 4, 45–69.Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learningand instruction. LearningandInstruction, 6, 95–109.Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptualchange in childhood. Cognitive Psychology, 24, 535–585.Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.),Thecollected works of L. S.Vygotsky,Vol.1: Problems of general psychology. New York: PlenumPress.(Original published 1934).Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theoriesof core domains. AnnualReviewofPsychology, 43, 337–375.Zeithamova, D., & Maddox, W. T. (2006). Dual-task interference in perceptual categorylearning. Memory &Cognition, 34, 3878–398.
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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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16 Henry L. Roediger et al.improved
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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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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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Page 232 and 233: The Power of Comparison in Learning
Page 242 and 243: CHAPTEREIGHTThe Ubiquitous Patterns
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Page 284 and 285: CHAPTERNINEConceptual Problem Solvi
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Page 316 and 317: Index 301Correct method comparison,
Page 318 and 319: Index 303LLabor in vain, 28Language
Page 320 and 321: Index 305OOntological categories of
Page 322 and 323: Index 307WWeb-delivered multimedia
Page 324 and 325: CONTENTS OF RECENT VOLUMESVolume 40
Page 326 and 327: Contents of Recent Volumes 311Under
Page 328 and 329: Contents of Recent Volumes 313Volum
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