In Event: AERA Poster Session Thursday 9:50 a.m.

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

28. Using Dual Generative Learning Strategies to Read Illustrated Chemistry Text (Poster 28) - Runzhi Chen, University of Illinois at Urbana-Champaign; Jennifer G. Cromley, University of Illinois at Urbana-Champaign

29. Roles of Germane Cognitive Load and Topic Interest in Conceptual Change When Reading Different Texts (Poster 29) - Gan Jin, Washington State University; Robert W. Danielson, Washington State University - Spokane

30. Instructional Time and Variation in Executive Function Development in Early Elementary School (Poster 30) - Jenna Elizabeth Finch, University of Nebraska - Lincoln

31. Reasoning About Visual Information (RAVI): An Intervention to Improve Meta-Representational Competence (Poster 31) - Peggy N. Van Meter, Pennsylvania State University; Dani Waters, Pennsylvania State University; Cory Tondreau, Pennsylvania State University

32. The Metacognitive Regulatory Processes of High-Achieving Undergraduate Learners in Independent Learning Environments (Poster 32) - Vanessa Johnson, Indiana University

33. Is Relational Reasoning Ability Malleable? (Poster 33) - Patricia A. Alexander, University of Maryland; Margaret Word Logan, University of Maryland; Alina Maki, University of Maryland; Nancy Gans, University of Maryland

34. Conceptual Learning and Affect in Indoor and Outdoor School Environments: Psychophysiological Self-Regulation Matters (Poster 34) - Lucia Mason, University of Padua; Cecilia Rocchi, University of Padua; Libera Y. Mastromatteo, University of Padua; Sara Scrimin, University of Padova

35. Students’ Long-Term Use of Different Learning Strategies: Examining Stability vs. Variability (Poster 35) - Dajung Diane Shin, Kyungnam University; Sungwha Kim, Korea University - Brain and Motivation Research Institute; Benjamin Nagengast, University of Tübingen; Mimi Bong, Korea University

36. The Effect of Multitasking on Learning During Video Lectures (Poster 36) - Zubeiru Mahama, Washington University in St. Louis; Andrew C. Butler, Washington University in St. Louis

37. Difficulty as a Proxy for Measuring Intrinsic Cognitive Load Item (Poster 37) - Minghao Cai, University of Alberta; Guher Gorgun, IPN - Leibniz Institute for Science and Mathematics Education; Carrie Demmans Epp, University of Alberta

38. Examining the Link Between Self-Efficacy and Cognitive Load: Latent Profile Analysis Approach (Poster 38) - Noha Ramadan, Utah State University; Young Min Kim, Utah State University; David F. Feldon, Utah State University

39. Learning and Well-Being Goals Shape Study Time Allocation to Retrieval Practice (Poster 39) - Lan Anh Do, Tufts University; Ayanna K. Thomas, Tufts University

40. Testing Theories of Working Memory and Math for Students With Math Learning Difficulties (Poster 40) - Dana Miller-Cotto, University of California - Berkeley; Kelly-Ann Gesuelli, University of Florida

41. How Does Mind Reading Affect Narrative Reading Across Elementary School? Navigating the Cognitive and Emotional Pathways (Poster 41) - Haolan Wang, Beijing Normal University; Hongjun Chen, Beijing Normal University; Yi Zhao, Beijing Normal University; Jie Chen, Beijing Normal University; Xinchun Wu, Beijing Normal University

42. Explaining During Inquiry Supports Belief Revision (Poster 42) - Anahid S. Modrek, California State University - San Bernardino