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  Subjects -> PSYCHOLOGY (Total: 871 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 21)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 38)
Advances in Mental Health     Hybrid Journal   (Followers: 68)
Advances in Physiotherapy     Hybrid Journal   (Followers: 50)
Advances in Psychology     Full-text available via subscription   (Followers: 56)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 28)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 389)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 33)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 21)
American Journal of Psychotherapy     Full-text available via subscription   (Followers: 33)
American Psychologist     Full-text available via subscription   (Followers: 160)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 25)
Annual Review of Psychology     Full-text available via subscription   (Followers: 195)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 65)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 125)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 6)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 16)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 3)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 9)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 16)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 17)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 31)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 9)
Behavior Research Methods     Hybrid Journal   (Followers: 17)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 7)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 49)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 20)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 110)
Behavioural Processes     Hybrid Journal   (Followers: 6)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 15)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 122)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 35)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 31)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 19)
British Journal of Psychology     Full-text available via subscription   (Followers: 56)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 66)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 31)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 6)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 11)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 10)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 26)
Child Development Research     Open Access   (Followers: 13)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 15)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 20)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 36)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 26)
Cognitive Psychology     Hybrid Journal   (Followers: 58)
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 21)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 19)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 7)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 3)
Current Addiction Reports     Hybrid Journal   (Followers: 9)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 46)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 3)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 14)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 8)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 12)
E-Journal of Applied Psychology     Open Access   (Followers: 7)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 25)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 33)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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Journal Cover Educational Psychology Review
  [SJR: 1.411]   [H-I: 76]   [25 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-336X - ISSN (Online) 1040-726X
   Published by Springer-Verlag Homepage  [2340 journals]
  • Relational Reasoning in STEM Domains: a Foundation for Academic
           Development
    • Authors: Patricia A. Alexander
      Pages: 1 - 10
      Abstract: Abstract What is relational reasoning? Why is it critical to consider the role of relational reasoning in students learning and development in science, technology, engineering, and mathematics (STEM)? Moreover, how do the particular contributions populating this special issue address the pressing societal needs and offer guidance to researchers and practitioners concerned with students academic development in these essential domains? These are the questions that are explored in this introduction to this special issue, Relational Reasoning in STEM Domains: What Empirical Research Can Contribute to the National Dialogue.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9383-1
      Issue No: Vol. 29, No. 1 (2017)
       
  • Using Relational Reasoning to Learn About Scientific Phenomena at
           Unfamiliar Scales
    • Authors: Ilyse Resnick; Alexandra Davatzes; Nora S. Newcombe; Thomas F. Shipley
      Pages: 11 - 25
      Abstract: Abstract Many scientific theories and discoveries involve reasoning about extreme scales, removed from human experience, such as time in geology and size in nanoscience. Thus, understanding scale is central to science, technology, engineering, and mathematics. Unfortunately, novices have trouble understanding and comparing sizes of unfamiliar large and small magnitudes. Relational reasoning is a promising tool to bridge the gap between direct experience and phenomena at extreme scales. However, instruction does not always improve understanding, and analogies can fail to bring about conceptual change, and even mislead students. Here, we review how people reason about phenomena across scales, in three sections: (a) we develop a framework for how relational reasoning supports understanding extreme scales; (b) we identify cognitive barriers to aligning human and extreme scales; and (c) we outline a theory-based approach to teaching scale information using relational reasoning, present two successful learning activities, and consider the role of a unified scale instruction across STEM education.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9371-5
      Issue No: Vol. 29, No. 1 (2017)
       
  • Integrating Relational Reasoning and Knowledge Revision During Reading
    • Authors: Panayiota Kendeou; Reese Butterfuss; Martin Van Boekel; Edward J. O’Brien
      Pages: 27 - 39
      Abstract: Abstract Our goal in this theoretical contribution is to connect research on knowledge revision and relational reasoning. To achieve this goal, first, we review the knowledge revision components framework (KReC) that provides an account of knowledge revision processes, specifically as they unfold during reading of texts. Second, we review a number of studies that have implicated each of the four relational reasoning constructs in knowledge revision during reading comprehension. Third, we integrate knowledge revision and relational reasoning by drawing on the two aforementioned literatures. Finally, we conclude with future directions and implications for work in this area.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9381-3
      Issue No: Vol. 29, No. 1 (2017)
       
  • A Relational Reasoning Approach to Text-Graphic Processing
    • Authors: Robert W. Danielson; Gale M. Sinatra
      Pages: 55 - 72
      Abstract: Abstract We propose that research on text-graphic processing could be strengthened by the inclusion of relational reasoning perspectives. We briefly outline four aspects of relational reasoning: analogies, anomalies, antinomies, and antitheses. Next, we illustrate how text-graphic researchers have been conducting research aligned with aspects of relational reasoning, although not deliberately. We call for future research on intentionally designed text-graphic pairings that should be empirically tested for their ability to support relational reasoning. Finally, we argue that relational reasoning may help explain some of the mixed results and unintended outcomes that often appear in the text-graphic research literature.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9374-2
      Issue No: Vol. 29, No. 1 (2017)
       
  • Building from In Vivo Research to the Future of Research on Relational
           Thinking and Learning
    • Authors: Christian D. Schunn
      Pages: 97 - 104
      Abstract: This concluding commentary takes the perspective of research on practicing scientists and engineers to consider what open areas and future directions on relational thinking and learning should be considered beyond the impressive research presented in the special issue. Areas for more work include (a) a need to examine educational applications of relational thinking in divergent reasoning, rather than primarily in convergent reasoning; (b) considerations of when to not focus on relational reasoning in learning; (c) more research on the distributed nature of relational reasoning across students in a class, and to embedded physical, social, and historical contexts; (d) treatment of the hot components of relational reasoning including motivational and emotional processes; and (e) more attention to how relational reasoning is changed by the details of modalities rather than treating all contents as abstract symbols.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9384-0
      Issue No: Vol. 29, No. 1 (2017)
       
  • Gender Gap in Science, Technology, Engineering, and Mathematics (STEM):
           Current Knowledge, Implications for Practice, Policy, and Future
           Directions
    • Authors: Ming-Te Wang; Jessica L. Degol
      Pages: 119 - 140
      Abstract: Abstract Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-015-9355-x
      Issue No: Vol. 29, No. 1 (2017)
       
  • Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice
    • Authors: Sarah J. DeLozier; Matthew G. Rhodes
      Pages: 141 - 151
      Abstract: Abstract Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video lectures) and in-class activities (e.g., quizzes, student discussions). We argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or the flipped classroom. Future work should continue to examine the influence of individual activities on student learning and behaviors, particularly when objective measures of learning, such as quizzes and exams, are held constant.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-015-9356-9
      Issue No: Vol. 29, No. 1 (2017)
       
  • Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive
           Activities in Shared Book Reading
    • Authors: S. J Howard; T Powell; E Vasseleu; S Johnstone; E Melhuish
      Pages: 153 - 174
      Abstract: Abstract Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity—shared reading of a children’s book. The book, Quincey Quokka’s Quest, required children to control their thinking and behavior to help the story’s main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children’s executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9364-4
      Issue No: Vol. 29, No. 1 (2017)
       
  • Writing Instruction, Writing Research, and Educational Psychology: an
           Interview with Steve Graham
    • Authors: Xinghua Liu
      Pages: 175 - 187
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9375-1
      Issue No: Vol. 29, No. 1 (2017)
       
  • Commentary: Should Gender Differences be Included in the Evolutionary
           Upgrade to Cognitive Load Theory?
    • Authors: Andy Bevilacqua
      Pages: 189 - 194
      Abstract: Abstract Recent upgrades to cognitive load theory suggest that evolutionary processes have shaped the way that working memory processes cultural and social information. According to evolutionarily educational psychologists, some forms of information are processed with lower working memory loads than other forms. The former are evolutionarily salient and the latter historically recent and evolutionarily novel. Sex differences in evolutionary pressures have resulted in some differences in aspects of associated working memory systems that are relevant to cognitive load theory. For this reason this paper suggests that gender differences in information processing via evolutionary processes is an important consideration that should be added to current theory.
      PubDate: 2017-03-01
      DOI: 10.1007/s10648-016-9362-6
      Issue No: Vol. 29, No. 1 (2017)
       
  • Toward a Dynamic, Multidimensional Research Framework for Strategic
           Processing
    • Authors: Daniel L. Dinsmore
      Abstract: Abstract While the empirical literature on strategic processing is vast, understanding how and why certain strategies work for certain learners is far from clear. The purpose of this review is to systematically examine the theoretical and empirical literature on strategic process to parse out current conceptual and methodological progress to inform new conceptual and methodological approaches to investigating strategic processing. From a PsycINFO search from 2011 to 2016, a pool of 134 studies was tabled with regard to key conceptual and methodological characteristics along with salient findings. These conceptual and methodological findings were then synthesized to examine how development, three aspects of strategic processing, and personal and environmental factors explained the relation between strategic processing and performance in academic domains. Three major findings emerged: less is known empirically about the developmental nature of strategic processing; quality and conditional use explain performance more consistently than simply frequency of strategy use; and, numerous person and environmental factors shape the degree to which certain strategies are effective for certain learners. A framework for future research based on these three findings is presented.
      PubDate: 2017-04-18
      DOI: 10.1007/s10648-017-9407-5
       
  • Reading Comprehension is Embodied: Theoretical and Practical
           Considerations
    • Authors: Mark Sadoski
      Abstract: In this review, I advance the embodied cognition movement in cognitive psychology as both a challenge and an invitation for the study of reading comprehension. Embodied cognition challenges theories which assume that mental operations are based in a common, abstract, amodal code of propositions and schemata. Based on growing research in behavioral and neuroscience, embodied cognition proposes that all cognitive activity is based in sensorimotor activity, opening exciting new vistas for research and practice. Exemplary embodied theories are summarized and compared including those of Glenberg, Barsalou, Lakoff and Johnson, Paivio, and others. Exemplary embodied educational applications to reading comprehension are reviewed. I propose that much reading comprehension research that cites an abstract theoretical basis is actually more consistent with the embodied perspective.
      PubDate: 2017-04-14
      DOI: 10.1007/s10648-017-9412-8
       
  • Toward an Integrated Model of Student Learning in the College Classroom
    • Authors: Akane Zusho
      Abstract: Abstract In the last special issue devoted to this topic, Pintrich (Educ Psychol Rev 16:385–407, 2004) provided an in-depth critique of his conceptual framework on self-regulated learning (SRL), comparing and contrasting it to Biggs’ student approaches to learning (SAL) perspective. Since then, there have been a number of advances in the study of learning in higher education. To that end, the purpose of this article is to provide a critical analysis of three distinct yet overlapping streams of research in higher education, namely SRL, patterns of learning (including SAL), and student engagement. The theoretical bases of each of these approaches are outlined followed by a review of recent trends. Finally, an integrative model of student learning is proposed, which draws on the strengths of each of these traditions.
      PubDate: 2017-04-14
      DOI: 10.1007/s10648-017-9408-4
       
  • Do Students Develop Towards More Deep Approaches to Learning During
           Studies? A Systematic Review on the Development of Students’ Deep and
           Surface Approaches to Learning in Higher Education
    • Authors: Henna Asikainen; David Gijbels
      Abstract: Abstract The focus of the present paper is on the contribution of the research in the student approaches to learning tradition. Several studies in this field have started from the assumption that students’ approaches to learning develop towards more deep approaches to learning in higher education. This paper reports on a systematic review of longitudinal research on how students’ approaches to learning develop during higher education. A total of 43 studies were included in the review. The results give an unclear picture of the development of approaches to learning and, thus, do not provide clear empirical evidence for the assumption that students develop towards more deep approaches during higher education. Neither methodological nor conceptual aspects of the studies investigated explained the ambiguity of the research results. Both theoretical and empirical implications for further research are discussed.
      PubDate: 2017-04-13
      DOI: 10.1007/s10648-017-9406-6
       
  • Issues of Constructs, Contexts, and Continuity: Commentary on Learning in
           Higher Education
    • Authors: Patricia A. Alexander
      PubDate: 2017-04-07
      DOI: 10.1007/s10648-017-9409-3
       
  • Student Learning in Higher Education: a Commentary
    • Authors: John T. E. Richardson
      Abstract: Abstract This commentary begins by summarizing the five contributions to this special issue and briefly recapping the background to the topic of student learning in higher education. Narrative and systematic reviews are compared, and the relative value of different bibliographic databases in the context of systematic reviews is assessed. The importance of measures of effect size is stressed. The relationship of the five contributions to early research on levels of processing and approaches to learning is discussed, along with the presage–process–product model of student learning and historical discussions that are relevant to the current theoretical discussions. This field has benefited from the development of more robust instrumentation, but researchers must continue to develop new kinds of measure, including online measures of students’ strategy use. Researchers need to consider ways of enhancing the quality of student learning through the use of problem-based curricula and other student-centered approaches. Finally, it is suggested that researchers into student learning need to evaluate whether their concepts, methods, theories, and findings are valid in online environments and to investigate how curricula in higher education can build upon those in secondary education.
      PubDate: 2017-04-07
      DOI: 10.1007/s10648-017-9410-x
       
  • Building Bridges: Seeking Structure and Direction for Higher Education
           Motivated Learning Strategy Models
    • Authors: Luke K. Fryer
      Abstract: Abstract Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in close but largely unconnected islands of learning strategy investigation. This integrative theoretical review aims to support the convergence of intersecting models and (at the same time) the sharing of their unique features. These aims are undertaken first by reviewing past discussions of the divide between established European and American learning strategy models (Pintrich, Educational Psychology Review, 16, 385–407, 2004). Then, as an example of how general models (e.g. 3P; Biggs, Higher Education, 12, 73–86, 1993) might better support HE learning strategy development and convergence, the potential incorporation of perceived control theory (Skinner 2017) is reviewed. The theoretical support that this particular theory offers for explaining 3P sequential and reciprocal connections is discussed. Furthermore, the organisational and thereby alignment opportunities of this additional structure are presented and reviewed. In addition to implications for future theory and practice, alternative theoretical integration approaches are discussed.
      PubDate: 2017-04-05
      DOI: 10.1007/s10648-017-9405-7
       
  • Differentiating Different Types of Cognitive Load: a Comparison of
           Different Measures
    • Authors: Andreas Korbach; Roland Brünken; Babette Park
      Abstract: Abstract Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.
      PubDate: 2017-03-31
      DOI: 10.1007/s10648-017-9404-8
       
  • Studying and Constructing Concept Maps: a Meta-Analysis
    • Authors: Noah L. Schroeder; John C. Nesbit; Carlos J. Anguiano; Olusola O. Adesope
      Abstract: Abstract A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.
      PubDate: 2017-03-21
      DOI: 10.1007/s10648-017-9403-9
       
  • Erratum to: Individual and Institutional Productivity in Educational
           Psychology Journals from 2009 to 2014
    • Authors: Hannah Greenbaum; Lisa Meyer; M Cecil Smith; Amanda Barber; Heather Henderson; David Riel; Daniel H. Robinson
      PubDate: 2016-12-28
      DOI: 10.1007/s10648-016-9394-y
       
 
 
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