Psychologisches Institut
FB 02 - Sozialwissenschaften, Medien und Sport / Johannes Gutenberg-Universität Mainz
- 06131/39-39185
- 06131/39-39186
Hilbert, Tatjana; Renkl, A.
Learning how to learn by concept mapping: A worked-example effect. Paper presented at the 12th Biennial Conference EARLI 2007Budapest. 2007
Hilbert, Tatjana; Renkel, A.
Learning how to learn by concept mapping: Effects of instruction on cognitive load and learning outcomes. Paper presented at the UNSW Cognitive Load Theory ConferenceSydney. 2007
Hilbert, Tatjana; Renkl, A.
Lernen mit LösungsbeispielenZumbach, J. & Mandl, H. (Hrsg). ädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch. Göttingen. 2007 S. 15 - 24
Oberfeld-Twistel, Daniel
Loudness changes induced by a proximal sound : loudness enhancement, loudness recalibration, or both?Journal of the acoustical society of America. Bd. 121. H. 4. Woodberry, NY: American Inst. of Physics 2007 S. 2137 - 2148
Berti, Stefan; Münster, Stefan; Schröger, Erich et al.
Different interference effects in musicians and a control groupExperimental Psychology. Bd. 53. H. 2. 2006 S. 111 - 116
Munka, Lutz; Berti, Stefan
Examining task-dependencies of different attentional processes as reflected in the P3a and reorienting negativity components of the human event-related brain potential.Neuroscience Letters. Bd. 396. H. 3. 2006 S. 177 - 181
Hilbert, Tatjana; Wittwer, J.; Renkl, A. et al.
Kognitiv aktiv – aber wie? Lernen mit Selbsterklärungen und Lösungsbeispielen.Mathematik lehren. Bd. 135. 2006 S. 62 - 64
Hilbert, Tatjana; Renkl, A.; Kessler, S. et al.
Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics.Avoiding simplicity, confronting complexity. Proceedings of the joint meeting of the SIGs Instructional Design and Learning and Instruction with Computers. Rotterdam. 2006 S. 135 - 144