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Kiewra Kenneth A. Luo Linlin Flanigan Abraham E. 《Educational Psychology Review》2021,33(4):2019-2019
Educational Psychology Review - 相似文献
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Stephanie M. Curenton Michelle Jones Craig Nadia Flanigan 《Early education and development》2008,19(1):161-187
This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. 相似文献
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Educational Psychology Review - 相似文献
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Linlin Luo Kenneth A. Kiewra Abraham E. Flanigan Markeya S. Peteranetz 《Instructional Science》2018,46(6):947-971
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking’s process function) and when notes were recorded and reviewed (note taking’s product function). One unique aspect of the study was determining how laptop and longhand note taking influence the recording of lecture images in notes and image-related achievement. Note-taking results showed that laptop note takers recorded more notes (idea units and words) and more verbatim lecture strings than did longhand note takers who, in turn, recorded more visual notes (signals and images) than did laptop note takers. Achievement results showed that when taking laptop notes, the process function of note taking was more beneficial than the product function of note taking (i.e., better image-related learning and similar text-related learning). When taking longhand notes, the product function of note taking was more beneficial than the process function of note taking (i.e., better text-related learning and similar image-related learning). Achievement findings suggest that the optimal note-taking medium depends on the nature of the lecture and whether notes are reviewed. 相似文献
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Instructional Science - Laptop computers allow students to type lecture notes instead of relying on the traditional longhand (i.e. paper–pencil) method. The present research compared laptop... 相似文献
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Prinz Anja Zeeb Helene Flanigan Abraham E. Renkl Alexander Kiewra Kenneth A. 《Educational Psychology Review》2021,33(2):763-795
Educational Psychology Review - Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies,... 相似文献
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Kiewra Kenneth A. Luo Linlin Flanigan Abraham E. 《Educational Psychology Review》2021,33(4):1981-2018
Educational Psychology Review - 相似文献
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Colliot Tiphaine Kiewra Kenneth A. Luo Linlin Flanigan Abraham E. Lu Junrong Kennedy Carrie Black Sheldon 《Education and Information Technologies》2022,27(2):2435-2456
Education and Information Technologies - The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or... 相似文献
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Today’s traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today’s college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who would leverage their unprecedented access to technology for professional and academic betterment, contemporary research has rejected the digital native myth. Instead, college students frequently use mobile technology for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. This article provides college educators with an overview of the frequency and consequences of cyber-slacking inside and outside the classroom and seven instructional implications for curbing cyber-slacking. Proposed strategies for curbing cyber-slacking include rejecting the digital native myth, adopting and enforcing technology policies, consciousness raising, motivating students to relinquish their devices, incorporating active learning in the classroom, using mobile technology as a teaching tool, teaching students to be self-regulated learners, and motivating students to delay gratification from their mobile devices. 相似文献
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