In Event: Poster Session 19

Division C - Learning and Instruction / Section 6a: Cognitive, Social, and Motivational Processes

SIG-Studying and Self-Regulated Learning

Do Spatial Abilities Matter for Teaching Diagram Comprehension? A Test of the Ability-as-Compensator Hypothesis - Jennifer G. Cromley, Temple University; Theodore W. Wills, Temple University; Bradley W. Bergey, Temple University; Shannon L. Fitzhugh, Temple University; Nora Newcombe, Temple University

Perceptual Benefits of Physical Material for a Spatial Task - Bertrand Schneider, Stanford University

The Influence of Working Memory on ELL (English as a Second Language) Children’s Literacy - H. Lee Swanson, University of California - Riverside; Cathy Lussier, University of California; Michael John Orosco, University of Kansas; Danielle Guzman-Orth, Educational Testing Service; Michael M. Gerber, University of California - Santa Barbara

The Rhythm Task: A New Method for Measuring Cognitive Load while Learning from Multimedia Instruction - Babette Park, Saarland University; Roland Bruenken, Saarland University

The Role of Immediate Feedback on the Accuracy of Metacognitive Judgments in an Intelligent Multi-Agent Hypermedia Learning Environment - Reza Feyzi Behnagh, McGill University; Roger Azevedo, McGill University

“What’s the Question?” Examining the Impact of Question Type on Students’ Multiple Source Use - Alexandra List, University of Maryland; Emily M. Grossnickle, University of Maryland; Patricia A. Alexander, University of Maryland

The Hidden Cost Of Help On Subsequent Task Persistence - Shuchi Grover, Stanford University

The Impact of Teachers’ Instruction on Children’s Knowledge and Strategy Use: An Experimental Investigation - Jennie K. Grammer, University of Michigan; Jennifer L. Coffman, University of North Carolina - Chapel Hill; Peter A. Ornstein, University of North Carolina - Chapel Hill

The Influence of Popular Culture Infusion in Self-Regulated Learning Instruction - Terri Lynn Gaffney, University of Central Florida; Bobby Hoffman, University of Central Florida

Accuracy of Immediate and Delayed Comprehension Judgments About Problem-Solving Tasks - Martine Baars, Erasmus University Rotterdam; Tamara Van Gog, Erasmus University; Anique De Bruin, Erasmus University; Fred Paas, Erasmus University

Excluding Seductive Details From Case-Based Instructional Narratives to Increase Novice Teacher Education Students’ Learning Transfer - Sara A. Abercrombie, Bowling Green State University

Interactive Effects of Text and Task Characteristics on Active Cognition, Metacognition, and Learning Outcomes - Marie Lippmann, Dresden University of Technology; Neil H. Schwartz, California State University - Chico; Susanne Narciss, Technical University of Dresden; Robert William Danielson, University of Southern California; David Sarmento, California State University - Chico

Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students’ Learning Behavior - Ulrike Elisabeth Nett, University of Konstanz; Thomas Goetz, University of Konstanz; Nathan C. Hall, McGill University; Anne C. Frenzel, University of Augsburg

Maximizing and Counterfactual Thinking in Academic Major Decision Making - Jennifer Kay Leach, The University of Texas - Austin; Erika Alisha Patall, The University of Texas - Austin

Self-Regulation and Stigma Consciousness: The Moderating Role of Attributional Beliefs - Faye Huie, George Mason University

Guidelines for Assessing Two Independent Calibration Processes - Gregory John Schraw, University of Nevada - Las Vegas; Fred Kuch, University of Nevada - Las Vegas; Antonio P. Gutierrez, University of Nevada - Las Vegas

Climate Change, Genetically Modified Foods, Airport Body Scanners: Investigating Students’ Emotions Related to Science Topics - Suzanne H. Broughton, Utah State University; Reinhard Pekrun, University of Essex; Gale M. Sinatra, University of Southern California