SUBJECT INDEX: VOLUME 13
Ability self-concept 403–22
Achievement
and failure perception, 405–406
and goal orientation, 403–405, 419–420
motivation theory 405, 419–20
Action-present (Schon) 279
Active learning assumption 129
Advanced organizer 638
Aggressiveness 425
Alphabetic approach (word recognition) 36–8
Alternative Conceptions movement 465
Analogical learning 305–25
Animation
changes in 158–9
and early learning 247–8
effect on learning 251
extracting information from 161–2
instructional effects of 158
retention of information 174
selective processing of information 157–75
and visualization of spatial concepts 178
AQUAD Five 259
Argumentation 367–80
Arguments, fallacious 367–80
Assertiveness 423–39
Assessment triangle 636–41
Attentiveness, student 573–4
Attribution theory 334
Authenticity effect 445–6, 458–9
Authenticity, problem context 444–5
Bilingualism 1–28
British Ability Scales Word Reading Assessment
40–1
CAME see Cognitive Acceleration in Mathematics
Education
CASE see Cognitive Acceleration through Science
Education
Certainty orientation 258–69
ChemSense 220
Class size 569–95
and student behaviors 590–3
and teaching behaviors 588–90
Classroom practice 597–609
Coding 185 see also Dual coding theory
Cognition
argumentation 367–80
doi:10.1016/j.learninstruc.2004.10.001
and multiple representations 205–26
schema 634–5
and the sociocultural perspective 654
Cognitive Acceleration in Mathematics Education
(CAME) 480–4
Cognitive Acceleration through Science Education
(CASE) 479–84
Cognitive learning strategies 177–89
Cognitive load 158–9, 236, 248
Cognitive psychology
experts and novices 207
and learning strategies 187
Piaget’s theory of cognitive development 475–7
and problem-based learning 534
and schematisation of knowledge 73–4
and text comprehension 93–7
zone of proximal development 468–72, 468–72,
636, 649–50, 654
Cognitive theory of multimedia learning 129–30,
134
Coherence effect 132–3, 246
Coherence formation 227–37, 247
Collaborative learning 70, 219, 255–69, 256
Combination (sub-process) 307–8, 318, 321
Comparison (sub-process) 308, 318
Comprehension, reading 5
Computer-aided learning (CAL)
criticism of 34
and illustrations 178
and instructional design 125–39
and reading instruction 38–9
use of “talking books” 33–49
Computer-supported collaborative learning (CSCL)
487–509
Computerized texts 525–30
Concept formation 465
Conceptual dispersion 275–7
Constructivism 331, 598
Content effect 381–402
Contextual appreciation 276
Contextualizing 330
Control-of-Variables Strategy (CVS) 386, 398–400
Control strategies 179–80
Cooperative learning
and ability levels 70
and decision-making 255–69
and social learning 330
Cross-content transfer 191–203
xiv Subject Index for Volume 13 / Learning and Instruction 15 (2005) xiii–xvii

Decision-making 255–69 IDEAL model 426, 429

Decoding 2, 5 Illusion of linearity 442–6, 460
Default list strategy 94 Illustrations 177–8 see also Graphical representation
Depictive representation 143 Inductive learning 381–402
Descriptive representation 143 Inference
Diagrams see Graphical representation self-directed inductive learning 381–402
Directive help 229–30 time course in reading 611–31
Discourse 653–70 and vocabulary knowledge 611–31
Discovery learning see Self-directed inductive Inferential comprehension 5
learning Instruction
Drawings see Graphical representation see also Teaching
Dual channel assumption 129 and class size 569–95
Dual coding theory methods 130
benefits 119, 142, 149–50 verbal modes of 126, 128
effects of multiple representations 246–7, 250 Instructional psychology 95
and mental models 147, 153–4 Instructional technology see computer-aided
learning (CAL); multimedia learning
Ecological development, theory of 193 Intelligence 368
Elaboration strategies 179, 185, 187–8 Intelligence testing 468–9
Emotional intelligence 333, 340 Interactive multimedia software 35
Emotions, and learning 333–5 Internalisation 478
Empathy 423–39
Encoding 307, 318, 320 Jigsaw 257
Engagement 649
English as a second language 1–28
“Kits of Assessment Tasks” (KATs) 637
ESL students see English as a second language
Knowledge
Experts 207–8, 306, 309
retention 76–9
Eye-fixation measures 620, 625
social characteristics of 330
transfer 193–4
Failure perception 405–6
Fallacies 376–9
Feedback 340 L1-assisted reciprocal teaching 1–28
4M:Chem 220 Learning
Fraction language 287, 290 see also Multimedia learning
Fraction numeracy 286, 293 and animation 157–75, 247–8, 251
Fractions, teaching of 287–304 assumptions about 129–30
equivalent fractions 290–2 deep 127–8
“Fraction-lift” 290, 291 effects of review on 73–91
“treasure digging” 289 emotional aspects of 333–5
lifelong 327–47
Giftedness, and problem-solving 305–25 from multiple representation 227–37
Goal directness 309, 318–19, 322 process-based 267
Goal orientation reflective 280–1
and achievement 404–22 self-directed 327–47, 381–402
and inductive learning 387 situative approach 206
Graphical representation small groups 255–69
dynamic 157–75, 248 social context of 329–31
impact on student performance 441–63 using graphs and diagrams 191–203
in multimedia learning 191–203 Learning strategies
Groups, small 70, 255–69 control strategies 179–80
default list strategy 94
Help, directivity of 229–30, 232–3 elaboration strategies 179
Hypermedia 514 and learning from visuals 178–80, 187
Hypertext 514 measuring 182–3
 Subject Index for Volume 13 / Learning and Instruction 15 (2005) xiii–xvii xv

and metacognition 4–5 Mosston’s Spectrum of Teaching Styles 598, 607

structure strategy 94 Most Selective Profile (MSP) 310
and text comprehension 94–7 Motivation 333–5, 403–22
Lifelong learning 327–47 MS PowerPoint 245
decision-making 337–8 Multidimensional scaling (MDS) 493
evaluating 337 Multimedia effect 118
orientation 336 Multimedia instructional message 128
setting goals 335–6 Multimedia learning 118–19
variety of activities 336–7 cognitive theory of 129–30, 134, 144–8
Limited capacity assumption 129 coherence effect 132–3
Linear scale factor 460 effects of 246
Literacy acquisition see Reading external and internal representations 117–23
Logit-Models 101 formats of 126
Logographic approach (word recognition) 35–6 graphs and diagrams 191–203
and instructional design 125–39
Mapping sentence 306, 310 methods across media 130–1
Mathematics “multimedia effect” 131–2
designing or providing models 53–71 and multiple representation 141–56
and mental models 285–304 personalization effect 134–5
number line use 285–304 and phonological awareness 33–49
number sense 301 potential of 127–8
realistic maths education (Freudenthal) 55 semiotic and sensory levels 117–18
sociocultural approach (Vygotsky) 55 spatial contiguity effect 132–3
use of the linear model 441–63 Multiple representations aee Representations,
Media research perspective 187 multiple
Media, simple 178 Multivariate Analysis of Variance (MANOVA) 105
Memory
dual coding theory 142, 149–50 Neale Analysis of Reading Ability 6, 8, 12, 17
episodic 74 “New phonics” 36–8, 47–8
and multiple choice question (MCQ) review Non-directive help 229–30
78–81, 90 Novices 207–8, 306, 309
rehearsal strategies 179, 184 Number line 285–304
and review 76–7 Number sense 301
and schematisation 73–6
semantic 89
text remembering 93–114 Orthographic analogy 46
Meno Paradox 277–84 Oxford Reading Tree 49
Meta-analysis, statistical 538–9
Metacognition 280, 309 Peer relations, and class size 574–5
MetaCognitive Awareness Guidance (MCAG) Perceptual processing 146
633–51 Personalization effect 134–5, 246
Metacognitive strategies 4–6, 179–80, 362, 635 Persuasion 511–32
Metacognitive Strategy Index Questionnaire (MSI) modes of delivery 512–13
639–41, 645–8 and text structure 513–14
Methodologies, mixed, advantages of 208–9 variables influencing 514–17
Mindful conceptual dispersion 272 Phenomenography 271–84
Mindfulness 276, 280, 282 Phonemic awareness 349–65
Models Phonics 36–8, 47–8
designing or providing 53–71 Phonological awareness 33–49, 349–65
linear 441–63 Phonological decoding 47–8
Models, mental Physical education 597–609
and animation 159–60 Piaget, comparison with Vygotsky 465–85
and learning from multiple representation Portfolio 427, 432–3, 434
143–8 “Powerful learning environments” 534
xvi Subject Index for Volume 13 / Learning and Instruction 15 (2005) xiii–xvii

Predictive inferencing 626 Scaffolding 590

Primary mental abilities (PMA) test 614–15 Schema theory 634–5
Prior knowledge Schematisation 74–6, 89–90
and coherence formation 229, 230–7 Science, understanding through multiple
and critical learning 331–3 representations 205–24
limiting effects 243 Scientists, and use of representation 209–17
and reading comprehension 634–5 Segmented speech feedback 46–7
vocabulary 624–5 Selection task (Wason) 382–3
Problem-based learning 533–68 Selectivity (sub-process) 306–7, 315–17, 318
characteristics of 535 Self-directed inductive learning 381–402
versus conventional instruction 535 Self-direction
effects of 540, 548–9 emotional aspects of learning 340–1
moderators of 541–8, 549–50 knowledge-building 339–40
studies measuring knowledge 552–62 social aspects of learning 341–2
Problem-solving 305–25 student regulation of learning process 338–9
Process-oriented teaching 257, 327–47 Self-regulation 338-9, 423–39
Proportional reasoning 441–6 Semantic processing 146
Purposeful repetition 272 Situated cognition 276, 330
Social interaction
and computer-supported collaborative learning
487–509
Ratio, understanding 441–63 and multiple representation 211–13
Reading and process-oriented instruction 340–1
acquisition 33–52 and self-regulation 433–4
alphabetic approach 36 teacher-student interaction 93–115
and computer-aided learning (CAL) 38–9 Socio-cultural tradition
ESL comprehension 1–31 and computer-supported collaborative learning
logographic approach 35–6 489–90
and phonological awareness 349–65 and language acquisition 654
Reading by analogy 38 and mathematics education 55
Realistic mathematics education (RME) 55–7 and student engagement 598
Reasoning, informal 367–80 Software, educational
Recall 111–12 chemistry 220
Reciprocal teaching 1–28, 95 drill and practice programs 7
Reflection (Dewey) 271–2, 277 graph construction 202
Reflection-in-action (Schon) 271–2, multiple representation 220–1
277–84, 309 and phonological awareness 33–49
Reflective learning 272, 280–1 Spatial contiguity effect 132–3, 246
Rehearsal strategies 179, 184, 187 Spectrum of teaching styles 598
Remedial reading programs (ESL) 2 Speech, internal 654
Remember/know paradigm 74–9 Speech segmentation 39–40
Repetition 280 STAR project 570
Representations, multiple Strategies see Learning strategies
and coherence formation 227–37 Strategy transfer 26–7
and construction of mental models 141–56 Structure interference hypothesis 150, 152–3
descriptions and depictions 143 Structure mapping hypothesis 148–9
design principles 218–20 Structure strategy 93–114
and learning in complex domains 239–44 Structure support hypotheses 150, 152
for science understanding 205–24 Student Achievement Guarantee in Education
Representations, external and internal 249–50 (SAGE) 572
Research design 208-209 Students
Retrieval (sub-process) 309, 321 certainty orientation 258–69
Review 76–7 elementary 487–509
Rhyme awareness 37–8, 42 ESL 1–28
 Subject Index for Volume 13 / Learning and Instruction 15 (2005) xiii–xvii xvii

gifted and average problem-solving 305–25 Think-aloud method 8–11, 182, 185, 187, 248
high school 367–80 Thinking, spontaneous 466, 473, 480
kindergarten 352–65 THOG task (Wason) 382–3
Mexican primary school 653–70 Transfer, cross-content 191–203
Syllogisms 382–3
Uncertainty orientation 258–69
Virtual Web School 491–506
Talk Visualization 148–50, 178, 445–6
cumulative 662, 667 Visuals, static and dynamic 177–89
disputational 662, 667 Vocabulary 611–31
exploratory 653–70 Vocational schools 197, 200–3
Talking books 33–49 VOTAT-strategy 386
Teaching Vote-counting methods 538
and class size 569–95 Vygotsky, comparison with Piaget 465–85
mathematics 285–304
process-oriented 327–47
reciprocal 1–28, 95 Weather map animations 160–75
styles 597–609 World Initiative on Lifelong Learning 328
teacher-student interaction 93–114
Teaching style scenarios 601 Zone of proximal development (Vygotsky) 296
Technology 128 see also Multimedia learning defined 468–72
Text comprehension 362, 368–9, 611–31 and directivity of help 229
Text processing 191–203 and language development 654
Text remembering 93–114 and Metacognitive Awareness Guidance (MCAG)
Texts, persuasive 511–32 636, 648–9