In Event: Poster Session 3

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

1. Dialogue as a Bridge to Argumentive Writing - Flora Albuquerque-Matos, Teachers College, Columbia University; Yuchen Shi, Teachers College, Columbia University; Deanna Kuhn, Columbia University

2. Does Restricting Hand Gestures Impair Mathematical Reasoning? - Candace A. Walkington, Southern Methodist University; Dawn Marie Woods, Southern Methodist University; Geoffrey Ngetich Chelule, Southern Methodist University; Mitchell J. Nathan, University of Wisconsin - Madison

3. Effects of Collaborative Small-Group Discussions on Early Adolescents' Social Reasoning - Tzu-Jung Lin, The Ohio State University; Wei-Ting Li, National Taiwan University of Technology & Science; Ying-Ju Chiu, National Taiwan University of Technology & Science; Yu-Ru Hong, National Taiwan University of Technology & Science; Chin-Chung Tsai, National Taiwan Normal University; Seung Yon Ha, The Ohio State University

4. Effects of Learner-Generated Drawing Strategy on Reading a Science Text: A Meta-Analysis - Sungyoon Lee, Middle Tennessee State University; Donghyun Kang, Texas A&M University

5. Examining the Relationship Between Children's Memory for Past Errors and Learning - Abbey M. Loehr, Washington University in St. Louis; Lisa Fazio, Vanderbilt University; Bethany Rittle-Johnson, Vanderbilt University

6. How Different Types of Uncertainty Affect Learning, Transfer, Curiosity, and Affect - Marianna Lamnina, Teachers College, Columbia University; Catherine Chase, Teachers College, Columbia University

7. Influence of Teacher Discursive Moves on Students' Relational Reasoning in Science Classrooms - Yuting Sun, University of Maryland - College Park; Patricia A. Alexander, University of Maryland - College Park; Hongyang Zhao, University of Maryland - College Park

8. Project Hope: Digital Game-Based Education for Syrian Refugee Children in Turkey - Tzuchi Tsai, New York University; Selcuk Sirin, New York University; Sinem Vatanartiran, Bahcesehir University; Bruce Douglas Homer, City University of New York; Jan L. Plass, New York University

9. Relational Reasoning and Divergent Thinking: An Examination of the Threshold Hypothesis With Quantile Regression - Denis Dumas, University of Denver

10. Revision Failures: Integrating Cognitive and Motivational Theories - Greg Trevors, University of South Carolina; Panayiota Kendeou, University of Minnesota

11. Summarizing or Generative Drawing—Which Learning Strategy Has More (Meta)Cognitive Potential? An Eye-Tracking Study - Johannes Hellenbrand, University Duisburg - Essen; Maria Opfermann, Institute of Education - Ruhr-Universität Bochum; Annett Schmeck (nee Schwamborn), University Duisburg - Essen; Detlev Leutner, University of Duisburg-Essen

12. Testing the Model of a Proficient Academic Reader (onPAR) in a Postsecondary Context - Joe Magliano, Northern Illinois University; Karyn Higgs, Northern Illinois University; Stephen M. Tonks, Northern Illinois University; Alecia Santuzzi, Northern Illinois University; Tenaha P. O'Reilly, ETS; Ryan Kopatich, Northern Illinois University; Daniel Feller, Northern Illinois University; Melissa N. Ray, Northern Illinois University; Christopehr P Parker, Northern Illinois University; John P. Sabatini, ETS

13. The Interplay of Situational Interest and Cognitive Load in STEM Learning Environments - Sebastian Habig, University of Duisburg-Essen; Katrin Schüßler, University of Duisburg-Essen; Ines Komor, University of Duisburg-Essen; Elke Sumfleth, University Duisburg - Essen

14. The Trade-Off Between Multiple Text Integration and Source Memory and Its Effect on Metamemory Judgments - Rebecca M McCabe, The University of Memphis; Jason Braasch, The University of Memphis; Frances Daniel, Indiana University - Northwest

15. Using Critical Questions to Evaluate Arguments in an Undergraduate General Education Seminar: A Quasi-Experimental Study - Michael Nussbaum, University of Nevada - Las Vegas; Ian J. Dove, University of Nevada - Las Vegas; Nathan Slife, The University of Nevada, Las Vegas; CarolAnne M. Kardash, University of Nevada - Las Vegas; Refika Turgut, University of South Carolina - Upstate; David B. Vallett, University of Nevada - Las Vegas

16. Using Gestures to Signal Lesson Structure and Foster Meaningful Learning - Logan Fiorella, University of Georgia; Celeste Pilegard, University of California - Riverside