In Event: 75.043 - MTCC Poster Session 17

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

15. Amplifying the Pedagogical Benefit of Pretests: Interleaved Pretests Potentiate Both Tested and Related Concepts - Faria Sana, Athabasca University; Veronica X Yan, University of Texas at Austin

16. Assessing Transformative Learning in the Community of Inquiry Framework: An Online Application - Patrick Dempsey, Johns Hopkins University; Jeremy Zhang, Syracuse University

17. Cognitive Regulation Outdoes Behavior Regulation in Predicting Both Learning and State Standardized Test Scores Over Time - Anahid S. Modrek, University of California - San Diego; Gerardo Ramirez, University of California - Los Angeles

18. Constructing One's Reality: Perceived Control and Counterfactual Thinking in a Post-Truth Era - Michael McCreery, University of Nevada - Las Vegas; Catherine Bacos, University of Nevada - Las Vegas; P.G. Schrader, University of Nevada - Las Vegas; Danielle Head, University of Nevada - Las Vegas; Joseph Fiorentini, Clark County School District; Mark Carroll, University of Nevada - Las Vegas

19. Dual-Language Education: Academic Performance and Executive Functions Among Rural, Low-Income Children - Alena G Esposito, Clark University

20. Epistemic Competence in the Post-Truth Era: Does Evidence Evaluation Transfer? - Victor Deekens, United States Military Academy; Jeff A. Greene, University of North Carolina - Chapel Hill; Clark A. Chinn, Rutgers University; Sneha Jain, Rutgers University

21. Fighting Fire With Fire: Using Personal Anecdotes to Combat Socioscientific Misconceptions - Reese Butterfuss, Arizona State University; Jasmine Kim, University of Minnesota - Twin Cities; Katherine Hock; Susan R. Goldman, University of Illinois at Chicago; Panayiota Kendeou, University of Minnesota

22. Inventing With Contrasting Cases Versus Traditional Lesson and Practice in an Online Statistics Course - David Sears, Purdue University; John A. Gipson, Purdue University; Yukiko Maeda, Purdue University

23. Model General and Specific Factors of Reading Motivation: Compare Bifactor and Cognitive Diagnostic Model - Wenhao Wang, The University of Kansas; Marcia H. Davis, Johns Hopkins University

24. Should Students Generate Drawings or Study Provided Illustrations? - Qian Zhang, University of Georgia; Logan Fiorella, University of Georgia

25. The Effect of Epistemic Cognition Interventions on Academic Achievement: A Meta-Analysis - Brian Cartiff, University of North Carolina - Chapel Hill; Rebekah F Duke, University of North Carolina - Chapel Hill; Jeff A. Greene, University of North Carolina - Chapel Hill

26. The Roles of Attitudes, Emotions, and Refutation Texts in Conceptual Change - James A. Vivian, Queen's University; Krista R. Muis, McGill University