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Results 1 - 20 of 90  for Central Connecticut State University

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Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016

Greenbaum, Hannah ; Goodsir, Hayden ; Smith, M ; Robinson, Daniel

Educational Psychology Review, 2018, Vol.30(4), pp.1283-1289 [Peer Reviewed Journal]

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Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014

Greenbaum, Hannah ; Meyer, Lisa ; Smith, M ; Barber, Amanda ; Henderson, Heather ; Riel, David ; Robinson, Daniel

Educational Psychology Review, 2016, Vol.28(2), pp.215-223 [Peer Reviewed Journal]

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Using Electroencephalography to Measure Cognitive Load

Antonenko, Pavlo ; Paas, Fred ; Grabner, Roland ; Gog, Tamara

Educational Psychology Review, 2010, Vol.22(4), pp.425-438 [Peer Reviewed Journal]

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Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000

Barnard-Brak, Lucy ; Saxon, Terrill ; Johnson, Heather

Educational Psychology Review, 2011, Vol.23(1), pp.65-73 [Peer Reviewed Journal]

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Conversations with Four Highly Productive German Educational Psychologists: Frank Fischer, Hans Gruber, Heinz Mandl, and Alexander Renkl

Flanigan, Abraham ; Kiewra, Kenneth ; Luo, Linlin

Educational Psychology Review, 2018, Vol.30(1), pp.303-330 [Peer Reviewed Journal]

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Envisioning a Culturally Imaginative Educational Psychology

King, Ronnel ; McInerney, Dennis ; Pitliya, Riddhi

Educational Psychology Review, 2018, Vol.30(3), pp.1031-1065 [Peer Reviewed Journal]

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Commentary: Should Gender Differences be Included in the Evolutionary Upgrade to Cognitive Load Theory?

Bevilacqua, Andy

Educational Psychology Review, 2017, Vol.29(1), pp.189-194 [Peer Reviewed Journal]

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Conversations with Four Highly Productive Educational Psychologists: Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman

Patterson-Hazley, Melissa ; Kiewra, Kenneth

Educational Psychology Review, 2013, Vol.25(1), pp.19-45 [Peer Reviewed Journal]

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Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?

Zamary, Amanda ; Rawson, Katherine A

Educational Psychology Review, September 2018, Vol.30(3), p.1167 [Peer Reviewed Journal]

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When Is It Acceptable to Make Prescriptive Statements in Educational Research Articles? Commentary on the Special Issue Papers

Yussen, Steven R

Educational Psychology Review, June 2011, Vol.23(2), p.287 [Peer Reviewed Journal]

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An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Paas, Fred ; Sweller, John

Educational Psychology Review, 2012, Vol.24(1), pp.27-45 [Peer Reviewed Journal]

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Examining Individuals' Strivings for Value, Control, and Truth Effectiveness: Implications for Educational Psychology Research

Hodis, Flaviu A

Educational Psychology Review, September 2018, Vol.30(3), p.1001 [Peer Reviewed Journal]

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When Is It Better to Learn Together? Insights from Research on Collaborative Learning

Nokes-Malach, Timothy J ; Richey, J. Elizabeth ; Gadgil, Soniya

Educational Psychology Review, December 2015, Vol.27(4), p.645 [Peer Reviewed Journal]

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How Can Brain Research Inform Academic Learning and Instruction?

Mayer, Richard E

Educational Psychology Review, December 2017, Vol.29(4), p.835 [Peer Reviewed Journal]

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Metacognitive Theories Revisited

Moshman, David

Educational Psychology Review, June 2018, Vol.30(2), p.599 [Peer Reviewed Journal]

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In Praise of (Reasoned and Reasonable) Speculation: A Response to Robinson et al.'s Moratorium on Recommendations for Practice

Alexander, Patricia A

Educational Psychology Review, 17 August 2013, Vol.25(3), p.303 [Peer Reviewed Journal]

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Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

Choi, Hwan-Hee ; van Merriënboer, Jeroen J. G ; Paas, Fred

Educational Psychology Review, June 2014, Vol.26(2), p.225 [Peer Reviewed Journal]

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The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations

Belenky, Daniel M ; Schalk, Lennart

Educational Psychology Review, March 2014, Vol.26(1), p.27 [Peer Reviewed Journal]

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The Impact of APA and AERA Guidelines on Effect Size Reporting

Peng, Chao-Ying Joanne ; Chen, Li-Ting ; Chiang, Hsu-Min ; Chiang, Yi-Chen

Educational Psychology Review, June 2013, Vol.25(2), p.157 [Peer Reviewed Journal]

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Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

Tricot, André ; Sweller, John

Educational Psychology Review, June 2014, Vol.26(2), p.265 [Peer Reviewed Journal]

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