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Albert-Ludwigs-Universität Freiburg. Pädagogische Psychologie und Entwicklungspsychologie

Freiburg im Breisgau

Name	Albert-Ludwigs-Universität Freiburg. Pädagogische Psychologie und Entwicklungspsychologie
Time	2007- (Bestehen)
Place	Freiburg im Breisgau Baden-Württemberg (Wirkungsraum) Deutschland
Variant	Albert-Ludwigs-Universität Freiburg. Abteilung Pädagogische Psychologie und Entwicklungspsychologie Albert-Ludwigs-Universität Freiburg. Abteilung für Pädagogische Psychologie und Entwicklungspsychologie Albert-Ludwigs-Universität Freiburg. Institut für Psychologie. Abteilung Pädagogische Psychologie und Entwicklungspsychologie University of Freiburg. Educational and Developmental Psychology
Hierarchical superior	Albert-Ludwigs-Universität Freiburg. Institut für Psychologie
Source	Homepage: https://www.psychologie.uni-freiburg.de/abteilungen/Paedagogische.Psychologie (Stand: 04.05.2017)
Record type	Organisation
GND-Identifier	113126357X
Record ID	113126357X
Involved in show all Competences transcending domain boundaries: what field studies tell us about the instructional design of worked examples to Foster cross-domain competences Video-based modelling examples and self-explanation prompts for teaching a complex problem-solving strategy to learners with different levels of prior knowledge An element of fun : : potential and pitfalls of adding interesting but irrelevant elements to learning Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? : : Einleitung zur Thematik des Themenheftes = [How can retrieval practice (not) be made relevant for learning in school and higher education? : Introduction to the topic of the special issue] When and how seductive details harm learning. a study using cued retrospective reporting When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence An integrative study on learning and testing with multimedia : : effects on students’ performance and metacognition When the type of assessment counteracts teaching for understanding Identifying processes underlying the multimedia effect in testing: an eye-movement analysis Preparing learners with partly incorrect intuitive prior knowledge for learning Effects of news frames on perceived risk, emotions, and learning

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Albert-Ludwigs-Universität Freiburg. Pädagogische Psychologie und Entwicklungspsychologie

Competences transcending domain boundaries: what field studies tell us about the instructional design of worked examples to Foster cross-domain competences

Video-based modelling examples and self-explanation prompts for teaching a complex problem-solving strategy to learners with different levels of prior knowledge

An element of fun : : potential and pitfalls of adding interesting but irrelevant elements to learning

Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? : : Einleitung zur Thematik des Themenheftes = [How can retrieval practice (not) be made relevant for learning in school and higher education? : Introduction to the topic of the special issue]

When and how seductive details harm learning. a study using cued retrospective reporting

When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

An integrative study on learning and testing with multimedia : : effects on students’ performance and metacognition

When the type of assessment counteracts teaching for understanding

Identifying processes underlying the multimedia effect in testing: an eye-movement analysis

Preparing learners with partly incorrect intuitive prior knowledge for learning

Effects of news frames on perceived risk, emotions, and learning