In Event: Poster Session 2

Division C - Learning and Instruction / Section 2a: Cognitive and Motivational Processes

23. The Impact of Neuroscience Information on Scientific Reasoning - Rebecca Rhodes, University of Michigan; Fernando Rodriguez; Priti Shah, University of Michigan

24. Assessing the Threat of Utilizing Online and Traditional Help-Seeking Options in University Courses - Philip M. Reeves, The Pennsylvania State University; Rayne A. Sperling, The Pennsylvania State University

25. Improving Reading Strategy for Comprehension: Does Recall Compete With Working Memory Manipulation? - Tracy Perry; Evguenia Malaia, The University of Texas - Arlington

26. Effects of Training Self-Assessment and Using Assessment Standards on Retrospective and Prospective Monitoring of Problem Solving - Martine Baars, Erasmus University Rotterdam; Tamara Van Gog, Erasmus University; Anique De Bruin, Erasmus University; Fred Paas, Erasmus University

27. Cognitive Load Theory and College Composition: A Study Using Worked Examples to Help Novice Writers Learn Argumentation - Elizabeth Jones, Wor-Wic Community College

28. SOAR in High School: A Mixed-Methods Investigation of a Study Strategy System - Dharma Jairam, The Pennsylvania State University; Krista Campbell, Pennsylvania College of Optometry

29. Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students’ Source Evaluation Skills? - Åste Hagen, University of Oslo; Jason Lawrence Braasch, The University of Memphis; Oistein Anmarkrud, University of Oslo; Ivar Braten, University of Oslo; Helge I. Stromso, University of Oslo

30. A Meta-Analysis of the Effects of Highlighting or Underlining While Studying - Kiran Bisra, Simon Fraser University; Zahia Marzouk, Simon Fraser University; Sheryl Guloy, Simon Fraser University; Philip H. Winne, Simon Fraser University

31. Examining the Link Between Time Perspectives and Volitional Strategy Use - Ronnel Bornasal King, The Hong Kong Institute of Education

32. Uninformed and Unaware: How Low-Validity Cues Trigger Faulty Judgments Through Overconfidence - Therese Grohnert, Maastricht University; Roger Meuwissen, Maastricht University; Wim H. Gijselaers, Maastricht University

33. Clinical Relations: How Relational Reasoning Supports Medical Education and Practice - Denis Dumas, University of Maryland - College Park; Lisa Baker; Patricia A. Alexander, University of Maryland - College Park; Sophie Jablansky, University of Maryland - College Park; Kevin Niall Dunbar, University of Toronto

34. Interaction of Variation and Expertise in Abstract Concept Learning - David William Braithwaite, Indiana University - Bloomington; Robert Goldstone, Indiana University

35. Aspects of Expansive and Bounded Framing That Affect Transfer: A Follow-Up Study - Diane Lam, University of California - Berkeley; Xenia S Meyer, University of California - Berkeley; Iana Meitlis, University of California - Berkeley; Michael Dechenne, University of California - Berkeley; Clayton Carrigan, University of California - Berkeley; Maya Srinath, University of California - Berkeley; Naqia Yasini, University of California - Berkeley; Claire Abu-Assal, University of California - Berkeley; Norielle Adricula, University of California - Berkeley

36. Comparing Motivation, Emotions, Self-Regulated Learning, and Achievement When Learning for Learning Versus Learning by Teaching - Cynthia Psaradellis, McGill University; Krista R. Muis, McGill University; Susanne P. Lajoie, McGill University; Marianne Chevrier, McGill University; Meredith Derian-Toth, McGill University

37. Does Similarity Affect Sequential Learning in the Artificial Grammar Learning Task? Comparing Individuals With Developmental Dyslexia and Regular Readers - Shani Kahta, Bar-Ilan University, Mandel Leadership Institute; Rachel Schiff, Bar-Ilan University

38. Is There a Bilingual Advantage in Working Memory Tasks? - Milagros F. Kudo, University of California – Riverside; H. Lee Swanson, University of California - Riverside