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Bethany Rittle-Johnson

Showing results (1-10 of 26) with videos related to

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Child Development|February 8, 2006
Promoting transfer: effects of self-explanation and direct instructionBethany Rittle-Johnson
Journal of Experimental Child Psychology|October 22, 2008
In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical toolsPercival Matthews, Bethany Rittle-Johnson
The British Journal of Educational Psychology|February 21, 2009
Iterating between lessons on concepts and procedures can improve mathematics knowledgeBethany Rittle-Johnson, Kenneth Koedinger
Journal of Experimental Child Psychology|January 17, 2009
It pays to compare: an experimental study on computational estimationJon R Star, Bethany Rittle-Johnson
Journal of Experimental Child Psychology|April 16, 2016
The benefits of computer-generated feedback for mathematics problem solvingEmily R Fyfe, Bethany Rittle-Johnson
Psychonomic Bulletin & Review|July 3, 2016
Eliciting explanations: Constraints on when self-explanation aids learningBethany Rittle-Johnson, Abbey M Loehr
Journal of Experimental Child Psychology|April 29, 2008
When generating answers benefits arithmetic skill: the importance of prior knowledgeBethany Rittle-Johnson, Alexander Oleksij Kmicikewycz
Journal of Experimental Child Psychology|August 2, 2012
Exploring mathematics problems prepares children to learn from instructionMarci S DeCaro, Bethany Rittle-Johnson
The British Journal of Educational Psychology|March 17, 2017
Diagrams benefit symbolic problem-solvingJunyi Chu, Bethany Rittle-Johnson, Emily R Fyfe
Frontiers in Psychology|June 5, 2023
Developing and validating a measure of parental knowledge about early math developmentAshli-Ann Douglas, Camille Msall, Bethany Rittle-Johnson
Pageof 3

Showing results (1-10 of 26) with videos related to

Sort By:
Pageof 3
Child Development|February 8, 2006
Promoting transfer: effects of self-explanation and direct instructionBethany Rittle-Johnson
Journal of Experimental Child Psychology|October 22, 2008
In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical toolsPercival Matthews, Bethany Rittle-Johnson
The British Journal of Educational Psychology|February 21, 2009
Iterating between lessons on concepts and procedures can improve mathematics knowledgeBethany Rittle-Johnson, Kenneth Koedinger
Journal of Experimental Child Psychology|January 17, 2009
It pays to compare: an experimental study on computational estimationJon R Star, Bethany Rittle-Johnson
Journal of Experimental Child Psychology|April 16, 2016
The benefits of computer-generated feedback for mathematics problem solvingEmily R Fyfe, Bethany Rittle-Johnson
Psychonomic Bulletin & Review|July 3, 2016
Eliciting explanations: Constraints on when self-explanation aids learningBethany Rittle-Johnson, Abbey M Loehr
Journal of Experimental Child Psychology|April 29, 2008
When generating answers benefits arithmetic skill: the importance of prior knowledgeBethany Rittle-Johnson, Alexander Oleksij Kmicikewycz
Journal of Experimental Child Psychology|August 2, 2012
Exploring mathematics problems prepares children to learn from instructionMarci S DeCaro, Bethany Rittle-Johnson
The British Journal of Educational Psychology|March 17, 2017
Diagrams benefit symbolic problem-solvingJunyi Chu, Bethany Rittle-Johnson, Emily R Fyfe
Frontiers in Psychology|June 5, 2023
Developing and validating a measure of parental knowledge about early math developmentAshli-Ann Douglas, Camille Msall, Bethany Rittle-Johnson
Pageof 3