Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes-Reference-Cited by-同舟云学术

Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes

Published:2014-12-22 Issue:1 Volume:85 Page:59-74
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Br J Educ Psychol

Author:

Bergey Bradley W.¹,Cromley Jennifer G.²,Kirchgessner Mandy L.³,Newcombe Nora S.³

Affiliation:

1. Dalhousie University; Halifax Nova Scotia Canada

2. University of Illinois at Urbana-Champaign; Illinois USA

3. Temple University; Philadelphia Pennsylvania USA

Funder

National Science Foundation

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/bjep.12062/fullpdf

Reference46 articles.

1. Test-potentiated learning: Distinguishing between direct and indirect effects of tests;Arnold;Journal of Experimental Psychology: Learning, Memory, and Cognition,2013

2. Supporting learning with interactive multimedia through active integration of representations;Bodemer;Instructional Science,2005

3. Learning from text with diagrams: Promoting mental model development and inference generation;Butcher;Journal of Educational Psychology,2006

4. Effects of knowledge and display design on comprehension of complex graphics;Canham;Learning and Instruction,2010

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