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Contemporary Educational Psychology|March 29, 2001
Nonverbal Displays as Indicants of Task DifficultyDaniel Hrubes, Robert S. FeldmanContemporary Educational Psychology|March 29, 2001
Frame of Reference Effects Following the Announcement of Exam ResultsJens Möller, Olaf KöllerContemporary Educational Psychology|February 7, 2001
Knowledge Encapsulation and the Intermediate EffectRikers, Schmidt, BoshuizenContemporary Educational Psychology|February 7, 2001
Incidental Word Learning in Science ClassesCarlisle, Fleming, GudbrandsenContemporary Educational Psychology|October 6, 1999
Achievement Goals and Student Well-BeingKaplan, MaehrContemporary Educational Psychology|December 28, 2016
Bilingualism and Phonological Awareness: Re-examining Theories of Cross-Language Transfer and Structural SensitivityLi-Jen Kuo, Yuuko Uchikoshi, Tae-Jin Kim, et al.Contemporary Educational Psychology|July 17, 1998
The Big Five Personality Dimensions and the Process of Institutional DepartureOkun, FinchContemporary Educational Psychology|July 17, 1998
Cognitive and Metacognitive Abilities Involved in the Solution of Mathematical Word Problems: Validation of a Comprehensive ModelLucangeli, Tressoldi, CendronContemporary Educational Psychology|July 17, 1998
Do Mnemonic Memories Fade as Time Goes By? Here's Looking Anew!Carney, LevinPageof 16