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

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Index 303LLabor in vain, 28Language skills, 40Large-scale interventions, 175Building Blocks, 176–177Number Worlds curriculum, 176Pre-K Mathematics, 177–178Learned attention and inattention, 255Learner’s attention, 92Learner’s cognitive capacity, 94Learningactive cognitive process, 83differences, 86–87and forgetting, Izawa’s basic paradigm of, 10imagination conditions, 70inert/encapsulated, 16, 29instructional procedures, 39listen and speak, 40listening/speaking society, 40long-term memory, 59multimedia, cognitive theory of, 81native language, 40outcomes and comparison, link between,201outcomes, kind of, 83–85and performance in school, 138potentiating effects of testing, 11proactive interference, 22reading/writing, 41self-test, 21Learning venues, 78Limited capacity principle, 82Linear equation solving, 210–211Linear numerical board games. See Numericalboard games, linearLiterature, vast, 29Long-term working memory, 56Low-income backgrounds, preschoolers fromdevelopment of numerical knowledge in,174–175large-scale interventions to improve. SeeLarge-scale interventionsLow-knowledge learners, 94Low-level implicit automatic processes, 249Low-level perceptual system, 249MMA. See Modular arithmeticMastery-approach goals, 122, 123during learning, hypothesis testing of, 125experimental design, 127predicted probability of transfer,127–128, 130in tell-and-practice condition, 126Math anxiety, 139. Seealso Mathematicalperformanceage appropriate measure of, 153–154associated with poor math achievement, 151definition, 150developmentin middle and primary school students,152–153origins of, 155–156impact on math problem solving, 151–152impact on WM processing, 151–152, 154interventions reducing, 156–159problem in dealing with, 150–151Mathematical performance, 141. SeealsoMathematics classroom studies;Numerical knowledgeof preschoolersarithmetic problems, 144MA (modular arithmetic) problems, 142–143number sense, 178situation-induced pressure effects on, 142WM (working memory) in, 142–143Mathematics classroom studies. SeealsoNumerical knowledge of preschoolerscorrect method comparison incompare methods condition, 210, 211effectiveness of, 213–214efficiency and accuracy, 212linear equation solving, 210–212potential limitations, 212sequential conditions, 211problem comparison incompare-equivalent-problemscondition, 214compare-problem-types condition, 214,215effectiveness of, 214and transfer, 215Means-ends problem-solving strategy, 63, 64Memorylong-term, 38, 44, 45, 46, 48working. See Working memoryMental models, 238Mental processing systems, 244Metacognitive strategies, 41Misconception-like answering patternscompetition role in, 250–251mechanism for, 236predictive power, 240
304 Indexscientific questions, 234–235undergraduate physics students, 242–243Misconceptions and explicit thinking, 259Modality effect, 67–68Modality principle, 97–98, 98Modular arithmetic, 142Motions of objects, student responses to, 249Motivation, 82Motivational constraints on transfer scenario,118Motivational factors, 111Motivational processes and knowledge transfer,116Muller-Lyer illusion, 245Multimedia assessment, science ofinstructional effectivenessexperimental comparisons of, 85–86learning, differences, 86–87learning outcomes, kind of, 83–85Multimedia instruction, 101definition of, 78future of, 102–103goals of, 87–89historical overview of, 79–80promise/challenge of, 79reducing extraneous processing,evidence-based techniques for, 90coherence principle, 91for fostering generative processing,98–102generation principle, 100–101for managing essential processing, 95modality principle, 97–98multimedia principle, 99–100personalization principle, 101–102pretraining principle, 96–97redundancy principle, 92–93segmenting principle, 96signaling principle, 91–92spatial contiguity principle, 93–94temporal contiguity principle, 94–95voice principle, 102triarchic theory of, 87Multimedia learningcognitive processes, 82eye tracking in, 257principles of cognitive science, 80–82representations, 83Multimedia presentations, 99Multimedia principle, 79, 99–100Multimedia research, future of, 103Multiple choice categorization task, 282NNatural information processing principles, 44Negative attitudes toward mathematics. SeeMath anxietyNumber line estimationadvantages, 180goal of, 179logarithmic pattern of estimates on, 181means and variability on, 180Number sense construct, 178Number Worlds curriculum, 176Numerical board games, linearbenefits assessment, 184–189ability to learn arithmetic problems, 186children’s mathematical knowledge, 185generality over time, 185–186linear and circular board games,186–187number line estimation, 185other numerical experiences, 187–189in preschoolers from low-incomebackgrounds, 184–185representational mapping hypothesistesting, 186experiment testing of, 183–184Numerical knowledge of preschoolersdevelopment of, 174–175differences in, 172early mathematical abilities, 173–174from economic backgrounds, 175game intervention for improving.See Game interventionlarge-scale interventions for improving, 175Building Blocks, 176–177Number Worlds curriculum, 176Pre-K Mathematics, 177–178as mental number line, 178–179number sense, 178theoretical analysis ofcore competence, 178individual and age-related differences,relation between, 182–183mental number line, 179nonverbal representations of quantity,179number line estimation, 179–181number sense, 178numerical magnitude representations andarithmetic knowledge, relationbetween, 182verification tasks, 182
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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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12 Henry L. Roediger et al.interpre
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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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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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Page 320 and 321: Index 305OOntological categories of
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