28th International Congress of Psychology August 8 ... - U-netSURF

in our primary schools.
4013.3 The CLIA-framework: A model for designing powerful learning environments for
mathematical problem solving, E. De Corte, University of Leuven, Leuven, Belgium
In this contribution a CLIA-framework (Competence, Learning, Intervention, Assessment) for
designing powerful learning environments will be presented. Powerful learning environments are
instructional settings that are instrumental in eliciting in students learning processes that facilitate
the acquisition and productive use of knowledge, learning and thinking skills, and motivations. As
illustration of the framework an intervention study will be discussed in which a learning
environment for mathematics problem solving was designed in line with the components and
design principles of the CLIA-model. The presentation will end with methodological and
theoretical comments, and some remarks about implementation and dissemination of powerful
learning environments.
4013.4 Researching adaptive learning across contexts: Significance of sociocultural dimensions,
S. Volet, Murdoch University, Murdoch, Australia
This contribution will address a number of questions related to adaptive learning in context and
across contexts, with a focus on sociocultural dimensions. Adaptive learning takes place when
students are attuned to the expectations of the environment and keen to engage in productive
learning, and reciprocally when instruction supports high level thinking, and meaningful,
motivated learning. The significance of this reciprocal congruence is highlighted when students
move across educational settings, as is the case in international education. The presentation will
discuss how research on learning and motivation across cultural-educational contexts highlights
the general significance of sociocultural dimensions.
4013.5 The study of novel learning environments: A systemic, not only an analytic approach, G.
Salomon, University of Haifa, Haifa, Israel
Studying novel learning environments benefits from treating them as complex configurations of
social, instructional, curricular and cognitive factors that interact reciprocally. Epistemological
assumptions underlying the typical study of isolated variables are both unsuitable for the study of
complex learning environments. A set of alternative assumptions is presented underlying a
systemic approach. The focus of interest thus shifts from studying patterns of differences (e.g.,
what environment reaches a higher achievement scores) to studying differences in patterns (how
the different variables hang together; what is central and what is peripheral, etc.).
4014 INVITED SYMPOSIUM
Psychology of the Internet: Most recent advances in USA and China
Convener and Chair: Z. Yan, USA
Co-convener: X.L. Fu, China
4014.1 Social antecedents and consequences of children's internet use: Findings from the
HomeNetToo Project, L.A. Jackson, A. von Eye, G. Barbatsis, F.A. Biocca, Y. Zhao, H.E.
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