Information Technology Reference
In-Depth Information
Mayer, R.E., Fennell, S., Farmer, L., & Campbell, J. (2004). Personalization effect in multimedia
learning: Students learn better when words are in conversational style rather than formal style.
Journal of Educational Psychology , 96 (2), 389-395.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence
for dual processing systems in working memory. Journal of Educational Psychology , 90 ,
312-320.
Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of
speaker's voice. Journal of Educational Psychology , 95 (2), 419-425.
McDougall, W. (1926). An introduction to social psychology (Rev. ed.). Boston: John W. Luce.
McKendree, J., Good, J., & Lee, J. (2001, June). Effects of dialogue characteristics on performance
of overhearers . Presented at the International Conference on Communication, Problem-solving,
and Learning. Strathclyde, Scotland.
McKowen, M. G., Beck, I. L., Sanatra, G. M., & Loxterman, J. A. (1992). The contribution of prior
knowledge and coherent text to comprehension. Reading research Quarterly , 27 , 78-93.
McNamara, D. S. (2001). Reading both high coherence and effects of text sequence and prior
knowledge. Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie
Experimentale , 55 , 51-62.
McNamara, D. S., & Kintsch, W (1996). Learning from text: Effects of prior knowledge and
coherence. Discourse Processes , 22 , 247-288.
McNamara, D. S., Kintsch, E., Butler Songer, N., & Kintsch, W. (1996). Are good tests always
better? Interaction of text coherence, background knowledge, and levels of understanding in
learning from text. Cognition and Instruction , 14 , 1-43.
McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iStart: Interactive strategy training
for active reading and thinking. Behavior Research Methods, Instruments, & Computers , 36 ,
222-233.
McNamara, D. S., & Shapiro, A. M. (2005). Multimedia and hypermedia solutions for promot-
ing metacognitive engagement, coherence, and learning. Educational Computing Research , 33 ,
1-29.
Miller, N. E., & Dollard, J. (1941). Social learning and imitation . New Haven, CT: Yale University
Press.
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for
minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of
Educational Psychology , 92 , 117-125.
Otero, J., & Kintsch, W. (1992). Failures to detect contradictions in text: What readers believe vs.
what they read. Psychological Science , 3 , 229-234.
O'Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In
O'Donnell, A. M. & King, A. (Eds.), Cognitive perspectives on peer learning (pp. 179-196).
Mahwah, NJ: Lawrence Erlbaum Associates.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and
comprehension monitoring activities. Cognition and Instruction , 1 , 117-175.
Piaget, J. (1952). The origins of intelligence . Madison, CT: International University Press.
Piaget, J. (1968). The mental development of the child. In D. Elkind (Ed.), Six psychological studies
(pp. 3-73). New York: Vintage Books.
Reeves, B., & Nass, C. (1996). The media equation . New York: Cambridge University Press.
Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self reference and the encoding of personal
information. Journal of Personality and Social Psychology , 35 , 677-688.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to ask questions: A review
of intervention studies. Review of Educational Research , 66 , 181-221.
Rosenthal, T. L., & Bandura, A. (1978). Psychological modeling: Theory and practice. In
S. L. Garfield & A. E. Bergin (Eds.), Handbook of psychotherapy and behavior change: An
empirical analysis . (2nd ed., pp. 621-658). New York: Wiley.
Rosenthal, R. L., & Zimmerman, B. J. (1978). Social learning and cognition . New York: Academic
Press.
Search WWH ::




Custom Search