SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Study-strategy use in learning from text. Does gender make any difference?
16 references·1 citing·48 second hop
Study-strategy use in learning from text. Does gender make any difference? (2001)Study-strategy use in learning from text.…The Nature of Expertise (2014)The Nature of ExpertiseSex differences in intelligence: Implications for education. (1997)Sex differences in intelligen…Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students (1997)Self-regulated learning: A ne…When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. (1996)When less is more: Meaningful…Enhancing teaching through constructive alignment (1996)Enhancing teaching through co…Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text (1996)Are Good Texts Always Better?…Sex Differences in Mental Test Scores, Variability, and Numbers of High-Scoring Individuals (1995)Sex Differences in Mental Tes…College students' theory of note-taking derived from their perceptions of note-taking. (1994)College students' theory of n…The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students (1993)The concept map as a tool for…Note-taking functions and techniques. (1991)Note-taking functions and tec…Concept mapping: A useful tool for science education (1990)Concept mapping: A useful too…Concept mapping brings long‐term movement toward meaningful learning (1990)Concept mapping brings long‐t…The Psychology of Written Composition (1989)The Psychology of Written Com…Producing Written Summaries: Task Demands, Cognitive Operations, and Implications for Instruction (1986)Producing Written Summaries: …Strategies of Discourse Comprehension (1985)Strategies of Discourse Compr…ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…Les prédicteurs de la réussite dans l’enseignement supérieur (2015)Les prédicteurs de la réussit…The Reflective Practitioner: How Professionals Think in Action (1985)Situated Cognition and the Culture of Learning (1989)What the Student Does: teaching for enhanced learning (1999)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)The Concept of Mind (2006)Trends in Global Higher Education: Tracking an Academic Revolution (2010)The role of knowledge in discourse comprehension: A construction-integration model. (1988)New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training (1992)Cognitive Architecture and Instructional Design (1998)The Expertise Reversal Effect (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Thought and language (1962)Stress, appraisal, and coping (1985)Problem‐based learning: future challenges for educational practice and research (2005)Motivational profiles from a self-determination perspective: The quality of motivation matters. (2009)Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Stress: Appraisal and Coping (2013)Conceptual dependency: A theory of natural language understanding (1972)The Relevance of Repair to Syntax-for-Conversation (1979)Principles of Critical Discourse Analysis (1993)A Theory of Truth and Semantic Representation (2013)Critical Discourse Analysis (2015)Educational Psychology: A Cognitive View (1969)Learning How to Learn (1984)Handbook of research on teaching (1986)How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development (2000)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Collaborative Inquiry Learning: Models, tools, and challenges (2009)Mental Representations: A Dual Coding Approach (1986)Dual coding theory and education (1991)The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. (1997)Evolution of human cognitive architecture (2003)Examining the literacy component of science literacy: 25 years of language arts and science research (2003)Advances in Instructional Psychology (2019)Functionalism, Darwinism, and the psychology of women. (1975)Gender differences in verbal ability: A meta-analysis. (1988)Emotional intelligence meets traditional standards for an intelligence (1999)The gender similarities hypothesis. (2005)The Economics of Superstars (2009)Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms. (2017)Self-explanations: How students study and use examples in learning to solve problems (1989)Long-term working memory. (1995)The influence of shared mental models on team process and performance. (2000)Phenomenography ? Describing conceptions of the world around us (1981)Teaching For Quality Learning At University (1999)Cognitive Apprenticeship (1988)Enhancing the quality of argumentation in school science (2004)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
this work references cited by second hop

References

  • 1985Strategies of Discourse Comprehension5,395 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 1996Enhancing teaching through constructive alignment4,064 cited
  • 1989The Psychology of Written Composition2,806 cited
  • 2014The Nature of Expertise2,173 cited
  • 1996Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text1,341 cited
  • 1997Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students1,164 cited
  • 1995Sex Differences in Mental Test Scores, Variability, and Numbers of High-Scoring Individuals1,111 cited
  • 1990Concept mapping: A useful tool for science education1,032 cited
  • 1996When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.504 cited
  • 1997Sex differences in intelligence: Implications for education.367 cited
  • 1991Note-taking functions and techniques.331 cited
  • 1993The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students218 cited
  • 1986Producing Written Summaries: Task Demands, Cognitive Operations, and Implications for Instruction215 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 1990Concept mapping brings long‐term movement toward meaningful learning208 cited
  • 1994College students' theory of note-taking derived from their perceptions of note-taking.204 cited
  • Cited by

    • 2015Les prédicteurs de la réussite dans l’enseignement supérieur59 cited