<description>&lt;p&gt;Thema: Anschaulichkeit&lt;/p&gt;&lt;p&gt;Um diese Studie geht es:&lt;/p&gt;&lt;p&gt;Harp, S. F., &amp;amp; Mayer, R. E. (1998). &lt;em&gt;How seductive details do their damage: A theory of cognitive interest in science learning&lt;/em&gt;. Journal of Educational Psychology, 90(3), 414–434.&lt;/p&gt;&lt;p&gt;Weitere Forschung:&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;Alter, A. L., &amp;amp; Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. &lt;em&gt;Personality and Social Psychology Review, 13&lt;/em&gt;(3), 219–235. &lt;/p&gt;&lt;p&gt;Kaminski, J. A., Sloutsky, V. M., &amp;amp; Heckler, A. F. (2008). The advantage of abstract examples in learning math. &lt;em&gt;Science, 320&lt;/em&gt;(5875), 454–455. &lt;/p&gt;&lt;p&gt;Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. &lt;em&gt;Educational Research Review, 7&lt;/em&gt;(3), 216–237. &lt;/p&gt;
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Thema: AnschaulichkeitUm diese Studie geht es:Harp, S. F., &amp; Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434.Weitere Forschung: Alter, A. L., &amp; Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13(3), 219–235. Kaminski, J. A., Sloutsky, V. M., &amp; Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455. Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237.

Psychologie fürs Klassenzimmer

Harp & Mayer (1998) | Anschaulichkeit

Harp & Mayer (1998) | Anschaulichkeit

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