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FREQUENCY NORMS AND STRUCTURAL ANALYSIS OF ALGEBRA STORY PROBLEMS INTO FAMILIES, CATEGORIES, AND TEMPLATESMAYER RE.1981; INSTR. SCI.; ISSN 0020-4277; NLD; DA. 1981; VOL. 10; NO 2; PP. 135-175; BIBL. 8 REF.Article

TWENTY YEARS OF RESEARCH ON ADVANCE ORGANIZERS: ASSIMILATION THEORY IS STILL THE BEST PREDICTOR OF RESULTSMAYER RE.1979; INSTRUCT. SCI.; NLD; DA. 1979; VOL. 8; NO 2; PP. 133-167; BIBL. 4 P.Article

A PSYCHOLOGY OF LEARNING BASICMAYER RE.1979; COMMUNIC. A.C.M.; USA; DA. 1979; VOL. 22; NO 11; PP. 589-593; BIBL. 9 REF.Article

ADVANCE ORGANIZERS THAT COMPENSATE FOR THE ORGANISATION OF TEXTMAYER RE.1978; J. EDUC. PSYCHOL.; USA; DA. 1978; VOL. 70; NO 6; PP. 880-886; BIBL. 18 REF.Article

THE SEQUENCING OF INSTRUCTION AND THE CONCEPT OF ASSIMILATION-TO-SCHEMA.MAYER RE.1977; INSTRUCT. SCI.; NETHERL.; DA. 1977; VOL. 6; NO 4; PP. 369-388; BIBL. 3 P. 1/2Article

DIFFERENT PROBLEM-SOLVING COMPETENCIES ESTABLISHED IN LEARNING COMPUTER PROGRAMMING WITH AND WITHOUT MEANINGFUL MODELS.MAYER RE.1975; J. EDUC. PSYCHOL.; U.S.A.; DA. 1975; VOL. 67; NO 6; PP. 725-734; BIBL. 16 REF.Article

ASSIMILATION THEORY VERSUS SCHEMA THEORY: BUILDING A BETTER THEORY OF MEANINGFUL LEARNINGMAYER RE.1982; J. STRUCT. LEARN.; GBR; DA. 1982; VOL. 7; NO 1; PP. 75-80; BIBL. 18 REF.Article

SOME CONDITIONS OF MEANINGFUL LEARNING FOR COMPUTER PROGRAMMING. ADVANCE ORGANIZERS AND SUBJECT CONTROL OF FRAME ORDER.MAYER RE.1976; J. EDUC. PSYCHOL.; U.S.A.; DA. 1976; VOL. 68; NO 2; PP. 143-150; BIBL. 12 REF.Article

MEMORY FOR ALGEBRA STORY PROBLEMSMAYER RE.1982; J. EDUC. PSYCHOL.; ISSN 0022-0663; USA; DA. 1982; VOL. 74; NO 2; PP. 199-216; BIBL. 16 REF.Article

ELABORATION TECHNIQUES THAT INCREASE THE MEANING FULNESS OF TECHNICAL TEXT: AN EXPERIMENTAL TEST OF THE LEARNING STRATEGY HYPOTHESISMAYER RE.1980; J. EDUC. PSYCHOL.; ISSN 0022-0663; USA; DA. 1980; VOL. 72; NO 6; PP. 770-784; BIBL. 27 REF.Article

PROBLEM-SOLVING PERFORMANCE WITH TASK OVERLOAD: EFFECTS OF SELF-PACING AND TRAIT ANXIETY.MAYER RE.1977; BULL. PSYCHON. SOC.; U.S.A.; DA. 1977; VOL. 9; NO 4; PP. 283-286; BIBL. 20 REF.Article

INTEGRATION OF INFORMATION DURING PROBLEM SOLVING DUE TO A MEANINGFUL CONTEXT OF LEARNING.MAYER RE.1976; MEMORY AND COGNIT.; U.S.A.; DA. 1976; VOL. 4; NO 5; PP. 603-608; BIBL. 17 REF.Article

CAN YOU REPEAT THAT. QUALITATIVE EFFECTS OF REPETITION AND ADVANCE ORGANIZERS ON LEARNING FROM SCIENCE PROSEMAYER RE.1983; JOURNAL OF EDUCATIONAL PSYCHOLOGY; ISSN 0022-0663; USA; DA. 1983; VOL. 75; NO 1; PP. 40-49; BIBL. 13 REF.Article

EFFECTS OF PRIOR TESTLIKE EVENTS AND MEANING FULNESS OF INFORMATION ON NUMERIC AND COMPARATIVE REASONING.MAYER RE.1978; J. EDUC. PSYCHOL.; U.S.A.; DA. 1978; VOL. 70; NO 1; PP. 29-38; BIBL. 9 REF.Article

FORWARD TRANSFER OF DIFFERENT READING STRATEGIES EVOKED BY TESTLIKE EVENTS IN MATHEMATICS TEXTMAYER RE.1975; J. EDUC. PSYCHOL.; U.S.A.; DA. 1975; VOL. 67; NO 2; PP. 165-169; BIBL. 9REFArticle

WHAT HAVE WE LEARNED ABOUT INCREASING THE MEANINGFULNESS OF SCIENCE PROSE.MAYER RE.1983; SCIENCE EDUCATION; ISSN 0036-8326; USA; DA. 1983; VOL. 67; NO 2; PP. 223-237; BIBL. 1 P.Article

DIFFERENT PROBLEM-SOLVING STRATEGIES FOR ALGEBRA WORD AND EQUATION PROBLEMSMAYER RE.1982; J. EXP. PSYCHOL., LEARN. MEM. COGN.; ISSN 504254; USA; DA. 1982; VOL. 8; NO 5; PP. 448-462; BIBL. 12 REF.Article

DIFFERENT RULE SYSTEMS FOR COUNTING BEHAVIOR ACQUIRED IN MEANINGFUL AND ROTE CONTEXTS OF LEARNING.MAYER RE.1977; J. EDUC. PSYCHOL.; U.S.A.; DA. 1977; VOL. 69; NO 5; PP. 537-546; BIBL. 25 REF.Article

ACQUISITION PROCESSES AND RESILIENCE UNDER VARYING TESTING CONDITIONS FOR STRUCTURALLY DIFFERENT PROBLEM-SOLVING PROCEDURESMAYER RE.1974; J. EDUC. PSYCHOL.; U.S.A.; DA. 1974; VOL. 66; NO 5; PP. 644-656; BIBL. 6REF.Article

THE PSYCHOLOGY OF HOW NOVICES LEARN COMPUTER PROGRAMMINGMAYER RE.1981; ACM COMPUT. SURV.; ISSN 0360-0300; USA; DA. 1981; VOL. 13; NO 1; PP. 121-141; BIBL. 3 P.Article

QUALITATIVELY DIFFERENT STORAGE AND PROCESSING STRATEGIES USED FOR LINEAR REASONING TASKS DUE TO MEANINGFULNESS OF PREMISES.MAYER RE.1978; J. EXPER. PSYCHOL., HUM. LEARNG MEM.; U.S.A.; DA. 1978; VOL. 4; NO 1; PP. 5-18; BIBL. 12 REF.Article

COMPREHENSION AS AFFECTED BY STRUCTURE OF PROBLEM REPRESENTATION.MAYER RE.1976; MEMORY AND COGNIT.; U.S.A.; DA. 1976; VOL. 4; NO 3; PP. 249-255; BIBL. 9 REF.Article

BROADER TRANSFER PRODUCED BY GUIDED DISCOVERY OF NUMBER CONCEPT WITH PRESCHOOL CHILDREN.SOLTER A; MAYER RE.1978; J. EDUC. PSYCHOL; USA; DA. 1978; VOL. 70; NO 3; PP. 363-371; BIBL. 16 REF.Article

EFFECTS OF SHADOWING ON PROSE COMPREHENSION AND PROBLEM SOLVINGMAYER RE; COOK LK.1981; MEM. COGNIT.; ISSN 0090-502X; USA; DA. 1981; VOL. 9; NO 1; PP. 101-109; BIBL. 25 REF.Article

PSYCHOLOGY OF CALCULATOR LANGUAGES: A FRAMEWORK FOR DESCRIBING DIFFERENCES IN USERS' KNOWLEDGEMAYER RE; BAYMAN P.1981; COMMUN. ACM; ISSN 0001-0782; USA; DA. 1981; VOL. 24; NO 8; PP. 511-520; BIBL. 16 REF.Article

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