This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Literatur
Alexander, P. A. (in Druck). Stages and phases of domain learning: The dynamics of subject-matter knowledge, strategy knowledge, and motivation. In C. E. Weinstein & B. L. McCombs (Hrsg.), Strategic learning: Skill, will, and self-regulation. Hillsdale, NJ: Erlbaum.
Alexander, P. A., Jetton, T. L. & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87, 459–575.
Alexander, P. A., Kulikowich, J. M. & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31, 313–337.
Allen, V. L. (1983). Impact of the role of tutor on behavior and self-perceptions. In J. M. Levine & M. C. Wang (Hrsg.), Teacher and student perceptions: Implications for learning (S. 367–389). Hillsdale, NJ: Erlbaum.
Allen, V. L. & Feldman, R. S. (1973). Learning through tutoring: Low-achieving children as tutors. Journal of Experimental Education, 42, 1–5.
Allen, V. L. & Feldman, R. S. (1976). Studies on the role of the tutor. In V. L. Allen (Hrsg.), Children as teachers. Theory and research on tutoring (S. 113–130). New York, NY: Academic Press.
Allwood, C. M. (1990). On the relation between justification of solution method and correctness of solution in statistical problem solving. Scandinavian Journal of Psychology, 31, 181–190.
Alpert, R. & Haber, R. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61, 207–215.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192–210.
Anderson, J. R., Farrell, R. & Sauers, R. (1984). Learning to program LISP. Cognitive Science, 8, 87–129.
Anderson, J. R. & Fincham, J. M. (1994). The acquisition of procedural skills from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1322–1340.
Aronson, E. (1984). Förderung von Schulleistung, Selbstwert und prosozialem Verhalten: Die Jigsaw-Methode. In G. L. Huber, S. Rotering-Steinberg & D. Wahl (Hrsg.), Kooperatives Lernen (S. 48–59). Weinheim: Beltz.
Aronson, E., Blaney, N., Stephan, C., Sikes, J. & Snapp, M. (1978). The jigsaw classroom. Beverley Hills, CA: Sage.
Ausubel, D. P. (1968). Educational Psychology. A cognitive view. New York, NY: Holt, Reinhart, and Winston.
Axelrod, S. & Greer, R. D. (1994). Cooperative learning revisited. Journal of Behavioral Education, 4, 41–48.
Azmitia, M. (1988). Peer interaction and problem solving. When are two heads better than one? Child Development, 59, 87–96.
Azmitia, M. (1996). Peer interactive minds: Developmental, theoretical, and methodological issues. In P. B. Baltes & U. M. Staudinger (Hrsg.), Interactive minds: Life-span perspectives on the social foundation of cognition (S. 133–162). Cambridge, UK: Cambridge University Press.
Ballstaedt, S. P. & Mandl, H. (1987). Influencing the degree of reading comprehension. In E. van der Meer & J. Hoffmann (Hrsg.), Knowledge aided information processing (S. 119–139). Amsterdam, NL: Elsevier.
Barbieri, M. S. & Light, P. H. (1992). Interaction, gender, and performance on a computer-based problem solving task. Learning and Instruction, 2, 199–213.
Bargh, J. A. & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593–604.
Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
Baroody, A. J. (1985). Pitfalls in equating informal arithmetic procedures with specific mathematical conceptions. Journal for Research in Mathematics Education, 16, 233–236.
Begg, I., Vinsky, E., Frankovich, L. & Holgate, B. (1991). Generating makes words memorable, but so does effective reading. Memory and Cognition, 19, 487–497.
Beitinger, G., Mandl, H. & Renkl, A. (1993). Suggestopädischer Unterricht — eine empirische Untersuchung zu kognitiven, motivational-emotionalen und sozialen Auswirkungen. Unterrichtswissenschaft, 21, 195–213.
Benware, C. A. & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765.
Bereiter, C. (1985). Towards a solution of the learning paradox. Review of Educational Research, 55, 201–226.
Berg, K. F. (1994). Scripted cooperation in high school mathematics: Peer interaction and achievement (Paper presented at the Annual Meeting of the American Educational Research Association). New Orleans.
Berliner, D. C. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. C. Berliner & B. V. Rosenshine (Hrsg.), Talks to teachers. A festschrift for N. L. Gage (S. 93–110). New York, NY: Random House.
Berry, J. & Sahlberg, P. (1996). Investigating pupils’ ideas of learning. Learning and Instruction, 6, 19–36.
Bershon, B. L. (1992). Cooperative problem solving: A link to inner speech. In R. Hertz-Lazarowitz & N. Miller (Hrsg.), Interaction in cooperative groups. The theoretical anatomy of group learning (S. 36–48). Cambridge, UK: Cambridge University Press.
Bielaczyc, K., Pirolli, P. L. & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221–252.
Boekaerts, M. (in Druck). Personality and the psychology of learning. European Journal of Personality.
Britton, B. K., VanDusen, L., Glynn, S. M. & Hemphill, D. (1990). The impact of inference on instructional text. In A. C. Graesser & G. H. Bower (Hrsg.), Inferences and text comprehension (S. 53–70). San Diego, CA: Academic Press.
Bronfenbrenner, U. (1981). Die Ökologie der menschlichen Entwicklung. Stuttgart: Klett-Cotta.
Brophy, J. E. & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Hrsg.), Handbook of research on teaching (3. Aufl.) (S. 328–375). New York, NY: Macmillan.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141–178.
Brown, A. L. & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21, 108–126.
Brown, A. L. & Kane, M. J. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20, 493–523.
Brown, A. L. & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Hrsg.), Knowing, learning, and instruction (S. 393–451). Hillsdale, NJ: Erlbaum.
Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32–42.
Büscher, I. & Schönbach, K. (1994). IN-TEAM’s kommen gut. Ein Berliner peer-education Modell zu Liebe, Sexualität und Aids. PÄDEXTRA, Juli/August 1994, 56–59.
Callanan, M. A., Shrager, J. & Moore, J. L. (1995). Parent-child collaborative explanations: Methods of identification and analysis. The Journal of the Leaning Sciences, 4, 105–129.
Campbell, D. T. & Fiske, D. W. (1959). Convergent and discriminant validation by the muititrak-multimethod matrix. Psychological Bulletin, 56, 81–105.
Catrambone, R. (1994). Improving examples to improve transfer to novel problems. Memory and Cognition, 22, 606–615.
Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of Educational Psychology, 87, 5–17.
Catrambone, R. & Holyoak, K. J. (1989). Overcoming contextual limitations on problem-solving transfer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1147–1156.
Catrambone, R. & Holyoak, K. J. (1990). Learning subgoals and methods for solving probability problems. Memory and Cognition, 18, 593–603.
Chan, C. K. K., Burtis, P. J., Scardamalia, M. & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Journal, 29, 97–118.
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P. & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
Chi, M. T. H., DeLeeuw, N., Chiu, M.-H. & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439–477.
Chi, M. T. H., Feltovich, P. J. & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121–152.
Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 34–50). Westport, CN: Greenwood.
Cloward, R. D. (1967). Studies in tutoring. The Journal of Experimental Education, 36, 14–25.
Cloward, R. D. (1976). Teenagers as tutors of academically low-achieving children: Impact on tutors and tutees. In V. L. Allen (Hrsg.), Children as teachers. Theory and research on tutoring (S. 219–229). New York, NY: Academic Press.
Cochran, L., Feng, H., Cartledge, G. & Hamilton, S. (1993). The effects of cross-age tutoring on the academic achievement, social behaviors, and self-perceptions of low-achieving African-American males with behavioral disorders. Behavioral Disorders, 18, 292–302.
Cohen, E. G. (1993). Bedingungen fur produktive Kleingruppen. In G. L. Huber (Hrsg.), Neue Perspektiven der Kooperation (S. 45–53). Hohengehren: Schneider.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.
Cohen, E. G., Lotan, R. A., Whitcomb, J. A., Balderrama, M. V., Cossey, R. & Swanson, P. E. (1994). Complex instruction: Higher-order thinking in heterogeneous classrooms. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 82–96). Westport, CN: Greenwood.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.
Cohen, J. (1977). Statistical power analysis for the behavioral sciences (Revidierte Ausgabe). New York, NY: Academic Press.
Cohen, P. A., Kulik, J. A. & Kulik, C. C. (1982). Educational Outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237–248.
Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Hrsg.), Knowing, learning, and instruction (S. 453–494). Hillsdale, NJ: Erlbaum.
Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J. V. Wertsch (Hrsg.), Culture, communication, and cognition: Vygotskian perspectives (S. 146–161). Cambridge, UK: Cambridge University Press.
Comenius, J. A. (1957). Große Didaktik. Berlin: Volk und Wissen.
Covington, M. V. & Omelich, C. L. (1987). “I knew it cold before the exam”: A test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 79, 393–400.
Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116–127.
Crutcher, R. J. & Healy, A. F. (1989). Cognitive operations and the generation effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 669–675.
Damon, W. (1984). Peer education: The untapped potential. Journal of Applied Developmental Psychology, 5, 331–343.
Damon, W. & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13, 9–19.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Deci, E. L. & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39, 223–238.
DePaulo, B. M., Tang, J., Webb, W., Hoover, C., Marsh, K. & Litowitz, C. (1989). Age differences in reactions to help in a peer tutoring context. Child Development, 60, 423–439.
Devine, P. G., Sedikides, C. & Fuhrman, R. W. (1989). Goals in social information processing: The case of anticipated interaction. Journal of Personality and Social Psychology, 56, 680–690.
DGSL — Conrady, I., Haun-Just, M. & von der Meden-Saiger, B. (Hrsg.). (1993). Lernen ohne Grenzen. Suggestopädie — Stand und Perspektiven. Bremen: GABAL.
Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1995). The evolution of research on collaborative learning. In P. Reimann & H. Spada (Hrsg.), Learning in humans and machines. Towards an interdisciplinary learning science (S. 189–211). Oxford, UK: Pergamon.
Dochy, F. J. R. C. (1992). Assessment of prior knowledge as a determinant for future learning. Utrecht, NL: Lemma.
Doise, W. (1990). The development of individual competencies through social interaction. In H. C. Foot, M. J. Morgan & R. H. Shute (Hrsg.), Children helping children (S. 43–64). Chichester, UK: Wiley.
Doise, W. & Mugny, G. (1984). The social development of the intellect. Oxford, UK: Pergamon.
d’Ydewalle, G. & Roselle, H. (1978). Test expectations in text learning. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Hrsg.), Practical aspects of memory (609–617). London, UK: Academic Press.
Ehly, S., Keith, T. Z. & Bratton, B. (1987). The benefits of tutoring: An exploration of expectancy and outcomes. Contemporary Educational Psychology, 12, 131–134.
Ellis, S. & Rogoff, B. (1986). Problem solving in children’s management of instruction. In E. C. Mueller & G. R. Cooper (Hrsg.), Process and outcome in peer relationships (S. 301–325). New York, NY: Academic Press.
Enright, S. M. & Axelrod, S. (1995). Peer-tutoring: Applied behavior analysis working in the classroom. School Psychology Quarterly, 10, 29–40.
Ericsson, K. A., Chase, W. G. & Faloon, S. (1980). Acquisition of a memory skill. Science, 208, 1181–1182.
Ericsson, K. A. & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaption to task constraints. Annual Review of Psychology, 47, 273–305.
Ericsson, K. A. & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215–251.
Ericsson, K. A. & Simon, H. A. (1984). Protocol analysis. Cambridge, MA: MIT Press/Bradford.
Ericsson, K. A. & Simon, H. A. (1993). Protocol analysis. Verbal reports as data (Revidierte Ausgabe). Cambridge, MA: MIT Press.
Fantuzzo, J. W., Davis, G. Y. & Ginsburg, M. D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87, 272–281.
Fantuzzo, J. W., King, J. A. & Heller, L. R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, 331–339.
Fantuzzo, J. W., Polite, K. & Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. Journal of School Psychology, 28, 309–323.
Fantuzzo, J. W., Riggio, R. E., Connelly, S. & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 173–177.
Feldman, R. S., Devin-Sheehan, L. & Allen, V. L. (1976). Children tutoring children: A critical review of research. In V. L. Allen (Hrsg.), Children as teachers. Theory and research on tutoring (S. 235–252). New York, NY: Academic Press.
Fiske, D. W. & Campbell, D. T. (1992). Citations do not solve problems. Psychological Bulletin, 112, 393–395.
Fitts, P. M. (1964). Perceptual-motor skill learning. In A. W. Melten (Hrsg.), Categories of human learning (S. 243–285). New York, NY: Academic Press.
Folkman, S. & Lazarus, R. S. (1980). An analysis of coping in a middle-aged community sample. Journal of Health and Social Behavior, 21, 219–239.
Foos, P. W., Mora, J. J. & Tkacz, S. (1994). Student study techniques and the generation effect. Journal of Educational Psychology, 86, 567–576.
Foot, H. C., Shute, R. H, Morgan, M. J. & Barron, A.-M. (1990). Theoretical issues in peer tutoring. In H. C. Foot, M. J. Morgan & R. H. Shute (Hrsg.), Children helping children (S. 65–92). Chichester, UK: Wiley.
Forman, E. A. (1989). The role of peer interaction in the social construction of mathematical knowledge. International Journal of Educational Psychology, 13, 55–70.
Forman, E. A. & Cazden, C. B. (1985). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J. V. Wertsch (Hrsg.), Culture, communication, and cognition: Vygotskian perspectives (S. 323–347). New York, NY: Cambridge University Press.
Forman, E. A. & McPhail, J. (1993). Vygotskian perspective on children’s collaborative problem-solving activities. In E. A. Forman, N. Minick, C. A. Stone (Hrsg.), Contexts for learning. Sociocultural dynamics in children’s development (S. 213–229). New York, NY: Oxford University Press.
Friedrich, H. F. & Mandl, H. (in Druck). Analyse und Förderung selbstgesteueiten Lernens. In F. E. Weinert & H. Mandl (Hrsg.), Psychologie der Erwachsenenbildung (D/I/4 Enzyklopädie der Psychologie). Göttingen: Hogrefe.
Garnham, A. (1982). Testing psychological theories about inference making. Memory and Cognition, 10, 341–249.
Gartner, A. &Riessman, F. (1993). Peer-Tutoring: Toward a new model. Washington, DC: ERIC Clearinghouse on teaching and teacher education.
Gegner, R. (1994a). Die Methode Lernen durch Lehren für Latein als 2. Fremdsprache in der 7. und 8. Jahrgangsstufe. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 107–123). Rimbach: Verlag im Wald.
Gegner, R. (1994b). Meinungen von Schülern des Prickheimer-Gymnasiums in Nürnberg zur Methode Lernen durch Lehren (LdL). In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 223–225). Rimbach: Verlag im Wald.
Geiling-Uluhan, U. (1994). LdL in Deutschkursen für erwachsene Ausländer (DaF) — ein Erfahrungsbericht. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 141–154). Rimbach: Verlag im Wald.
Gick, M. L. & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1–38.
Gick, M. L. & Holyoak, K. J. (1987). The cognitive basis of knowledge transfer. In S. M. Cormier & J. D. Hagman (Hrsg.), Transfer of learning (S. 9–47). San Diego, CA: Academic Press.
Glaser, R. & Bassok, M. (1989). Learning theory and the study of instruction. Annual Review of Psychology, 40, 631–666.
Goodlad, S. (1995). The quest for quality. Sixteen forms of heresy in higher education. Buckingham, UK: The Society for Research into Higher Education & Open University Press.
Goodlad, S. & Hirst, B. (1989). Peer tutoring: A guide to learning by teaching. London, UK: Kogan.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538.
Graef, R. (1994). Beispiel für den Einsatz der Methode LdL im Sprachlehreunterricht: Erarbeitung und Einübung von Satzgliedern. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 137–140). Rimbach: Verlag im Wald.
Graef, R. & Preller, R.-D. (Hrsg.). (1994). Lernen durch Lehren. Rimbach: Verlag im Wald.
Greenwood, C. R., Delquadri, J. C. & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383.
Gruber, H., Law, C., Mandl, H. & Renkl, A. (1995). Situated learning and transfer: State of the art. In P. Reimann & H. Spada (Hrsg.), Learning in humans and machines: Towards an interdisciplinary learning science (S. 168–188). Oxford, UK: Pergamon.
Gruber, H. & Renkl, A. (1996). Alpträume sozialwissenschaftlicher Studierender: Empirische Forschungsmethoden und Statistik. In J. Lompscher & H. Mandl (Hrsg.), Lehr- und Lernprobleme im Studium: Bedingungen und Veränderungsmöglichkeiten (S. 118–130). Bern: Huber.
Gyanani, T. C. & Pahuja, P. (1995). Effects of peer tutoring on abilities and achievement. Contemporary Educational Psychology, 20, 469–475.
Harel, I. & Papert, S. (1991). Software design as a learning environment. In I. Harel & S. Papert (Hrsg.), Constructionism (S. 41–84). Norwood, NJ: Ablex.
Hatano, G. & Inagaki, K. (1991). Sharing social cognition through collective comprehension activity. In L. B. Resnick, J. Levine & S. Behrend (Hrsg.), Perspectives on socially shared cognitions (S. 331–348). Washington, DC: American Psychological Association.
Hatano, G. & Inagaki, K. (1992). Desituating cognition through the construction of conceptual knowledge. In P. Light & G. Butterworth (Hrsg.), Context and cognition: Ways of learning and knowing (S. 115–133). Hillsdale, NJ: Erlbaum.
Hegarty, M., Mayer, R. E. & Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology, 87, 18–32.
Helmke, A. & Renkl, A. (1992). Das Münchener Aufmerksamkeitsinventar (MAI): Ein Instrument zur systematischen Verhaltensbeobachtung der Schüleraufmerksamkeit im Unterricht. Diagnostica, 38, 130–141.
Helmke, A. & Renkl, A. (1993). Unaufmerksamkeit in Grundschulklassen: Problem der Klasse oder des Lehrers? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 25, 185–205.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47–11.
Herrmann, T. (1995). Allgemeine Sprachpsychologie. Grundlagen und Probleme (2. Aufl.). Weinheim: Beltz.
Hertel-Schönberg, U. (1994). LdL — Englisch im Anfangsunterricht. In R. Graef & R.- D. Preller (Hrsg.), Lernen durch Lehren (S. 94–98). Rimbach: Verlag im Wald.
Hiebert, J. (Hrsg.). (1986). Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Erlbaum.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A. & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Psychologist, 25(4), 12–21.
Hodapp, V. (1989). Theoretische and empirische Analysen der Struktur der STAI-Angstskalen. Archiv für Psychologie, 141, 21–47.
Hogan, S. & Prater, M. A. (1993). The effects of peer tutoring and self-management training on on-task, academic, and disruptive behavior. Behavioral Disorders, 18, 118–128.
Hooper, S. (1992). Effects of peer interaction during computer-based mathematics instruction. Journal of Educational Research, 85, 180–189.
Howe, C., Tolmie, A., Anderson, A. & Mackenzie, M. (1992). Conceptual knowledge in physics: The role of group interaction in computer-supported teaching. Learning and Instruction, 2, 161–183.
Howe, C., Tolmie, A., Greer, K. & Mackenzie, M. (1995). Peer collaboration and conceptual growth in physics: Task influences on children’s understanding of heating and cooling. Cognition and Instruction, 13, 483–503.
Huber, G. L. (1987). Kooperatives Lernen: Theoretische und praktische Herausforderungen für die Pädagogische Psychologie. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 19, 340–362.
Huber, G. L. (1991). Methoden des kooperativen Lernens. In E. Meyer & R. Winkel (Hrsg.), Unser Konzept: Lernen in Gruppen (S. 166–174). Hohengehren: Schneider.
Huber, G. L. (1993). Europäische Perspektiven für kooperatives Lernen. In G. L. Huber (Hrsg.), Neue Perspektiven der Kooperation (S. 244–259).
Hohengehren, Schneider, Huber, G. L. (1995). Cooperative learning in German schools. International Journal of Educational Research, 23, 201–211.
Huber, G. L. (1996). Orientierungsstil und Lernverhalten von Studierenden. In J. Lompscher & H. Mandl (Hg.), Lehr- und Lernprobleme im Studium: Bedingungen und Veränderungsmöglichkeiten (S. 70–85). Bern: Huber.
Jacobs, B. (1991). Aspekte der Bedrohung und ihrer Verarbeitung beim Herannahen an eine Prüfung. Zeitschrift für Pädagogische Psychologie, 5, 145–154.
Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.
Johnson, D. W. & Johnson, R. T. (1991). Learning together and alone. Cooperative, competitive, and individualistic learning (3. Aufl.). Needham Heights, MA: Allyn & Bacon.
Johnson, D. W. & Johnson, R. T (1994). Structuring academic controversy. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 66–81). Westport, CN: Greenwood.
Kafai, Y. B. (1995). Minds in play. Computer game design as a context for children’s learning. Hillsdale, NJ: Erlbaum.
Kafai, Y. & Harel, I. (1991a). Children learning through consulting: When mathematical ideas, knowledge of programming and design, and playful discourse are intertwined. In I. Harel & S. Papert (Hrsg.), Constructionism (S. 111–140). Norwood, NJ: Ablex.
Kafai, Y. & Harel, I. (1991b). Learning through design and teaching. Exploring social and collaborative aspects of constructionism. In I. Harel & S. Papert (Hrsg.), Constructionism (S. 84–110). Norwood, NJ: Ablex.
Karau, S. J. & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681–706.
King, A. (1989). Effects of self-questioning training on college students’ comprehension of lectures. Contemporary Educational Psychology, 14, 366–381.
King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664–687.
King, A. (1991a). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83, 307–317.
King, A. (1991b). Improving lecture comprehension: Effects of a metacognitive strategy. Applied Cognitive Psychology, 5, 331–346.
King, A. (1992a). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303–323.
King, A. (1992b). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27, 111–126.
King, A. (1994a). Autonomy and question asking: The role of personal control in guided student-generated questioning. Learning and Individual Differences, 6, 163–185.
King, A. (1994b). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, 338–368.
King, A. & Rosenshine, B. (1993). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61, 127–148.
Kintsch, W. (1986). Learning from text. Cognition and Instruction, 3, 87–108.
Klein, J. D., Erchul, J. A. & Pridemore, D. R. (1994). Effects of individual versus cooperative learning and type of reward on performance and continuing motivation. Contemporary Educational Psychology, 19, 24–32.
Krüger, R. (1975). Projekt “Lernen durch Lehren”. Schüler als Tutoren von Mitschülern. Bad Heilbrunn: Klinkhardt.
Lambiotte, J. G., Dansereau, D. F., O’Donnell, A. M., Young, M. D., Skaggs, L. P., Hall, R. H. & Rocklin, T. R. (1987). Manipulating cooperative scripts for teaching and learning. Journal of Educational Psychology, 79, 424–430.
Lambiotte, J. G., Dansereau, D. F., O’Donnell, A. M., Young, M. D., Skaggs, L. P. & Hall, R. H. (1988). Effects of cooperative script manipulation on initial learning and transfer. Cognition and Instruction, 12, 103–121.
Laux, L., Glanzmann, P., Schaffner, P. & Spielberger, C. D. (1981). Dos State-Trait-Angstinventar. Theoretische Grundlagen und Handanweisung. Weinheim: Beltz.
Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal and coping. New York, NY: Springer.
LeFevre, J.-A. & Dixon, P. (1986). Do written instructions need examples? Cognition and Instruction, 3, 1–30.
Lesgold, A. M. (1984). Acquiring expertise. In J. R. Anderson & M. Kosslyn (Hrsg.), Tutorials in learning and memory (S. 31–60). San Francisco, CA: Freeman.
Lesgold, A., Rubinson, H., Feltovich, P., Glaser, R., Klopfer, D. & Wang, Y. (1988). Expertise in a complex skill: Diagnosing X-ray pictures. In M. T. H. Chi, R. Glaser & M. J. Farr (Hrsg.), The nature of expertise (S. 311–342). Hillsdale, NJ: Erlbaum.
Leutner, D. (1988). Computersimulierte dynamische Systeme: Wissenserwerb unter verschiedenen Lehrmethoden und Sozialformen des Unterrichts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 20, 338–355.
Levina, R. E. (1981). L. S. Vygotskys ideas about the planning function of speech in children. In J. V. Wertsch (Hrsg.), The concept of activity in Soviet Psychology (S. 279–299). Armont, NY: Sharpe.
Levine, J. M., Resnick, L. B. & Higgins, E. T. (1993). Social foundations of cognition. Annual Review of Psychology, 44, 585–612.
Lienert, G. A. & Hofer, M. (1977). Mathematiktest für Abiturienten und Studienanfänger. M-T-A-S. Göttingen: Hogrefe.
Linn, R. L. (1986). Quantitative methods in research on teaching. In M. C. Wittrock (Hrsg.), Handbook of research on teaching (3. Aufl.) (S. 92–118). New York, NY: Macmillan.
Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits of generating and receiving information. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society 1992, 956–961.
Mandl, H. (1981). Einige Aspekte zur Psychologie der Textverarbeitung. In H. Mandl (Hrsg.), Zur Psychologie der Textverarbeitung (S. 3–37). München: Urban & Schwarzenberg.
Mandl, H., Gruber, H. & Renkl, A. (1992). Prozesse der Wissensanwendung beim komplexen Problemlösen in einer kooperativen Situation. In F. Achtenhagen & E. G. John (Hrsg.), Mehrdimensionale Lehr-Lern-Arrangements. Innovationen in der kaufmännischen Aus- und Weiterbildung (S. 478–490). Wiesbaden: Gabler.
Mandl, H., Gruber, H. & Renkl, A. (1993). Neue Lernkonzepte für die Hochschule. Das Hochschulwesen, 41, 126–130.
Mandl, H., Gruber, H. & Renkl, A. (1994). Problems of knowledge utilization in the development of expertise. In W. J. Nijhof & J. N. Streumer (Hrsg.), Flexibility in training and vocational education (S. 291–305). Utrecht, NL: Lemma.
Mandl, H., Gruber, H. & Renkl, A. (1995). Situiertes Lernen in multimedialen Lernumgebungen. In L. J. Issing & P. Klimsa (Hrsg.), Information und Lernen mit Multimedia (S. 167–178). Weinheim: Beltz.
Mandl, H., Gruber, H. & Renkl, A. (1996a). Communities of practice towards expertise: Social foundation of university instruction. In P. B. Baltes & U. M. Staudinger (Hrsg.), Interactive minds: Life-span perspectives on the social foundation of cognition (S. 394–411). Cambridge, UK: Cambridge University Press.
Mandl, H., Gruber, H. & Renkl, A. (1996b). Learning to apply: From “school garden instruction” to technology-based learning environments. In S. Vosniadou, E. DeCorte, R. Glaser & H. Mandl (Hrsg.), International perspectives on the design of technology-supported learning environments (S. 307–321). Mahwah, NJ: Erlbaum.
Mandl, H. & Reinmann-Rothmeier, G. (in Druck). Unterrichten und Lernumgebungen gestalten. In B. Weidenmann, A. Krapp, M. Hofer & H. Mandl (Hrsg.), Pädagogische Psychologie. Weinheim: Beltz.
Mandl, H. & Renkl, A. (1992). A plea for “more local” theories of cooperative learning. Learning and Instruction, 2, 281–285.
Marcus, N., Cooper, M. & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology, 88, 49–63.
Martin, J.-P. (1986). Für eine Übernahme von Lehrfunktionen durch Schüler. Praxis des neusprachlichen Unterrichts, 395–403.
Martin, J.-P. (1988). Schüler in komplexen Lernumwelten. Praxis des neusprachlichen Unterrichts, 294–302.
Martin, J.-P. (1994a). Didaktische Briefe. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 29–48). Rimbach: Verlag im Wald.
Martin, J.-P. (1994b). Zur Geschichte von “Lernen durch Lehren”. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 12–18). Rimbach: Verlag im Wald.
Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19, 30–42.
McKeachie, W. J., Pintrich, P., Lin, Y. & Smith, D. (1986). Teaching and learning in the college classroom. Ann Arbor, IL: University of Michigan.
McKoon, G. & Ratcliff, R. (1990). Dimensions of inference. In A. C. Graesser & G. H. Bower (Hrsg.), Inferences and text comprehension (S. 313–328). San Diego, CA: Academic Press.
McKoon, G. & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440–466.
McLellan, H. (Hrsg.). (1996). Situated learning perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
Meyerhöfer, H. (1994). Überlegungen zur Methode Lernen durch Lehren im Mathematikunterricht. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 170–171). Rimbach: Verlag im Wald.
Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A. & Schaps, E. (1985). Evaluation of jigsaw, a cooperative learning technique. Contemporary Educational Psychology, 10, 104–112.
Mulryan, C. M. (1992). Student passivity during cooperative small groups in mathematics. Journal of Educational Research, 85, 261–273.
Nastasi, B. K. & Clements, D. H. (1991). Research on cooperative learning: Implications for practice. School Psychology Review, 20, 110–131.
Nastasi, B. K. & Clements, D. H. (1992). Social-cognitive behaviors and higher-order thinking in educational computer environments. Learning and Instruction, 2, 215–238.
Nastasi, B. K., Clements, D. H. & Battista, M. T. (1990). Social-cognitive interactions, motivation, and cognitive growth in LOGO programming and CAI problem-solving environments. Journal of Educational Psychology, 82, 150–158.
Naveh-Benjamin, M. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information-processing model. Journal of Educational Psychology, 83, 134–139.
Naveh-Benjamin, M., McKeachie, W. J. & Lin, Y.-G. (1987). Two types of test-anxious students: Support for an information processing model. Journal of Educational Psychology, 79, 131–136.
Neber, H. (1995). Explanations in problem-oriented, cooperative learning. In R. Olechowski & G. Khan-Svik (Hrsg.), Experimental research on teaching and learning (S. 158–166). Frankfurt/Main: Lang.
Noddings, N. (1985). Small groups as a setting for research on mathematical problem solving. In E. A. Silver (Hrsg.), Teaching and learning mathematical problem solving: Multiple research perspectives (S. 345–359). Hillsdale, NJ: Erlbaum.
O’Donnell, A. M. (1996). Effects of explicit incentives on scripted and unscripted cooperation. Journal of Educational Psychology, 88, 74–86.
O’Donnell, A. M. & Adenwalla, D. (1991). Using cooperative learning and concept maps with deaf college students. In D. S. Martin (Hrsg.), Advances in education, cognition, and deafness (S. 348–355). Washington, DC: Gallaudet University Press.
O’Donnell, A. M. & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Hrsg.), Interactions in cooperative groups. The theoretical anatomy of group learning (S. 120–141). Cambridge, UK: Cambridge University Press.
Ohlsson, S. (1995). Learning to do and learning to understand: A lesson and a challenge for cognitive modelling. In P. Reimann & H. Spada (Hg.), Learning in humans and machines. Towards an interdisciplinary Learning Science (S. 37–62). Oxford: Pergamon.
Okebukolar, P. A. (1985). The relative effectiveness of cooperative and competitive interaction techniques in strengthening students’ performance in science classes. Science Education, 69, 501–509.
Paas, F. G. W. C. & VanMerrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122–133.
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
Palincsar, A. S. & Brown, A. L. & Campione, J. C. (1993). First-grade dialogues for knowledge acquisition and use. In E. A. Forman, N. Minick & C. A. Stone (Hrsg.), Contexts for learning. Sociocultural dynamics in children’s development (S. 43–57). New York, NY: Oxford University Press.
Patterson, C. J. & Massad, C. M. (1980). Facilitating referential communication among children: The listener as teacher. Journal of Experimental Child Psychology, 29, 357–370.
Pekrun, R. (1991). Prüfungsangst und Schulleistung: Eine Längsschnittanalyse. Zeitschrift für Pädagogische Psychologie, 5, 99–109.
Pekrun, R. (1992a). Prüfungsangst. In K. Ingenkamp, R. S. Jäger, H. Petillon & B. Wolf (Hrsg.), Empirische Pädagogik 1970–1990. Eine Bestandsaufnahme der Forschung in der Bundesrepublik Deutschland (Bd. 2, S. 607–611). Weinheim: Deutscher Studien Verlag.
Pekrun, R. (1992b). Schulleistung, Entwicklungsumwelten und Prüfungsangst. In R. Pekrun & H. Fend (Hrsg.), Schule und Persönlichkeitsentwicklung. Ein Resümee der Längsschnittforschung (S. 164–180). Stuttgart: Erike.
Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children. London, UK: Academic Press.
Peterson, P. L. & Swing, S. R. (1985). Students’ cognitions as mediators of the effectiveness of small-group learning. Journal of Educational Psychology, 77, 299–312.
Phye, G. D. (1989). Schemata training and transfer of an intellectual skill. Journal of Educational Psychology, 81, 347–352.
Phye, G. D. (1990). Inductive problem solving: Schema inducement and memory-based transfer. Journal of Educational Psychology, 82, 826–831.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement: Motivation Enhancing Environments, 6, 117–160.
Pintrich, P. R. & DeGroot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
Pintrich, P. R. & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. Advances in motivation and achievement: Goals and self-regulated processes, 7, 371–402.
Pintrich, P. R. & Garcia, T. (1993). Intraindividual differences in students’ motivation and self-regulated learning. Zeitschrift fir Pädagogische Psychologie, 7, 99–107.
Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
Pirolli, P. & Anderson, J. R. (1985). The role of learning from examples in the acquisition of recursive programming skills. Canadian Journal of Psychology, 39, 240–272.
Pirolli, P. & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition and Instruction, 12, 235–275.
Preller, R.-D. (1994). Lernen durch Lehren auch im Fach Geschichte. In R. Graef & R.-D. Preller (Hrsg.), Lernen durch Lehren (S. 155–169). Rimbach: Verlag im Wald.
Prenzel, M., Eitel, F., Holzbach, R., Schoenheinz, R. J. & Schweiberer, L. (1993). Lernmotivation im studentischen Unterricht in der Chirurgie. Zeitschrift für Pädagogische Psychologie, 7, 125–137.
Pressley, M., Wood, E., Woloshyn, V. E., Martin, V., King, A. & Menke, D. (1992). Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist, 27, 91–109.
Recker, M. & Pirolli, P. (1995). Modelling individual differences in students’ learning strategies. The Journal of the Learning Sciences, 4, 1–38.
Reder, L. M., Charney, D. H. & Morgan, K. I. (1986). The role of elaborations in learning a skill from an instructional text. Memory and Cognition, 14, 64–78.
Reed, S. K. (1993). A schema-based theory of transfer. In D. K. Detterman & R. J. Sternberg (Hrsg.), Transfer on trial: Intelligence, cognition, and instruction (S. 39–67). Norwood, NJ: Ablex.
Reeves, L. M. & Weisberg, R. W. (1994). The role of content and abstract information in analogical transfer. Psychological Bulletin, 115, 381–400.
Reimann, P. (1994). Lernprozesse beim Wissenserwerb aus Beispielen: Analyse, Modellierung, Förderung (Habilitationsschrift). Freiburg: Universität Freiburg.
Reimann, P., Schult, T. J. & Wichmann, S. (1993). Understanding and using worked-out examples: A computational model. In G. Strube & K. F. Wender (Hrsg.), The cognitive psychology of knowledge (S. 177–201). Amsterdam, NL: North-Holland.
Renkl, A. (1991). Die Bedeutung der Aufgaben- und Rückmeldungsgestaltung fir die Leistungsentwicklung im Fach Mathematik (Dissertation). Heidelberg: Universität Heidelberg.
Renkl, A. (1993a). Kovariation und Kausalität: Ein ausreichend durchdachtes Problem in der pädagogisch-psychologischen Forschung? In C. Tarnai (Hrsg.), Beiträge zur empirischen pädagogischen Forschung (S. 115–123). Münster: Waxmann.
Renkl, A. (1993b). The dependability of test scores: Generalizability theory and hierarchical linear models. In D. Leclercq & J. Bruno (Hrsg.), Item banking: Interactive testing and self-assessment (S. 167–176). Berlin: Springer.
Renkl, A. (1994). Wer hat Angst vorm Methodenkurs? Eine empirische Studie zum Streßerleben von Pädagogikstudenten in der Methodenausbildung. In R. Olechowski & B. Rollett (Hrsg.), Theorie und Praxis. Aspekte empirischpädagogischer Forschung (S. 178–183). Frankfurt/Main: Lang.
Renkl, A. (1995a). Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results. Learning and Instruction, 5, 21–36.
Renkl, A. (1995b). The significance of learning tasks and corrective feedback for achievement growth in mathematics. In R. Olechowski & G. Khan-Svik (Hrsg.), Experimental research on teaching and learning (S. 117–128). Frankfurt/Main: Lang.
Renkl, A. (1996a). Lernen durch Erklären — oder besser doch durch Zuhören? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 148–168.
Renkl, A. (1996b). Träges Wissen: Wenn Erlerntes nicht genutzt wird. Psychologische Rundschau, 47, 78–92.
Renkl, A. (1996c). Vorwissen und Schulleistung. In J. Möller & O. Köller (Hrsg.), Emotion, Kognitionen und Schulleistung. (S. 175–190). Weinheim: Beltz.
Renkl, A. (1997a). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1–29.
Renkl, A. (1997b). Lernen durch Erklären: Was, wenn Rückfragen gestellt werden? Zeitschrift für Pädagogische Psychologie, 11, 41–51.
Renkl, A., Gruber, H. & Mandl, H. (1996). Kooperatives problemorientiertes Lernen in der Hochschule. In J. Lompscher & H. Mandl (Hrsg.), Lehr- und Lernprobleme im Studium: Bedingungen und Veränderungsmöglichkeiten (S. 131–147). Bern: Huber.
Renkl, A. & Helmke, A. (1992). Discriminant effects of performance-oriented and structure-oriented mathematics tasks on achievement growth. Contemporary Educational Psychology, 17, 47–55.
Renkl, A. & Helmke, A. (1993). Prinzip, Nutzen und Grenzen der Generalisierungs-theorie. Empirische Pädagogik, 7, 63–85.
Renkl, A., Helmke, A. & Schrader, F.-W. (1997). Schulleistung und Fähigkeitsselbstbild: Universelle Beziehungen oder kontextspezifische Zusammenhänge? In A. Helmke & F. E. Weinert (Hrsg.), Entwicklung im Grundschulalter (373–383). Weinheim: Psychologie Verlags Union.
Renkl, A. & Mandl, H. (1995). Kooperatives Lernen: Die Frage nach dem Notwendigen und dem Ersetzbaren. Unterrichtswissenschaft, 23, 292–300.
Renkl, A., Mandl, H. & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist, 31, 115–121.
Renkl, A. & Stern, E. (1994). Die Bedeutung von kognitiven Eingangsvoraussetzungen und Unterricht für das Lösen von einfachen und komplexen Textaufgaben. Zeitschrift für Pädagogische Psychologie, 8, 27–39.
Reusser, K. (1990). From text to situation to equation: Cognitive simulation of understanding and solving mathematical word problems. In H. Mandl, E. DeCorte, N. Bennett & H. F. Friedrich (Hrsg.), Learning and Instruction (Bd. 2.2): Analysis of complex skills and complex knowledge domains (S. 477–498). Oxford, UK: Pergamon.
Rheinberg, F. & Donkoff, D. (1993). Lernmotivation und Lernaktivität: Eine modellgeleitete Erkundungsstudie. Zeitschrift für Pädagogische Psychologie, 7, 117–123.
Rich, Y., Amir, Y. & Slavin, R. E. (1986). Instructional strategies for improving children’s cross-ethic relations.. Ramat Gan, Isreal: Bar Ilan University.
Riesbeck, C. K. & Schank, R. C. (1989). Inside case-based reasoning. Hillsdale, NJ: Erlbaum.
Robbins, S. & Mayer, R. E. (1993). Schema training in analogical reasoning. Journal of Educational Psychology, 85, 529–538.
Robertson, L., Davidson, N. & Dees, R. L. (1994). Cooperative learning to support thinking, reasoning, and communication in mathematics. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 245–266). Westport, CN: Greenwood.
Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guidance and participation in spatial planning. In L. B. Resnick, J. M. Levine & S. D. Teasley (Hrsg.), Perspectives on socially shared cognitions (S. 349–364). Washington, DC: American Psychological Association.
Rosenbusch, H. S., Dann, H. D. & Diegritz, T. (1991). Neuere Untersuchungen zum Gruppenunterricht: Subjektive Theorien von Lehrern zum Gruppenunterricht und die beobachtbare Unterrichtspraxis. In E. Meyer & R. Winkel (Hrsg.), Unser Konzept: Lernen in Gruppen (S. 118–132). Hohengehren: Schneider.
Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479–530.
Rosenthal, R. & Rubin, D. B. (1985). Statistical analysis: Summarizing evidence versus establishing facts. Psychological Bulletin, 97, 527–529.
Ross, B. H. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629–639.
Ross, B. H. (1989). Remindings in learning and instruction. In S. Vosniadou & A. Ortony (Hrsg.), Similarity and analogical reasoning (S. 438–469). Cambridge, UK: Cambridge University Press.
Ross, J. A. (1988). Improving social environmental problem solving through cooperative learning. American Educational Research Journal, 25, 573–591.
Ross, J. A. (1995). Effects of feedback on student behavior on cooperative learning groups in a Grade 7 math class. The Elementary School Journal, 96, 125–143.
Ross, I. A. & Cousins J. B. (1995a). Giving and receiving explanations in cooperative learning groups. The Alberta Journal of Educational Research, 41, 103–121.
Ross, J. A. & Cousins J. B. (1995b). Impact of explanation seeking on student achievement and attitudes. The Journal of Educational Research, 89, 109–117.
Ross, J. A. & Smyth, E. (1995). Differentiating cooperative learning to meet the needs of gifted learners: A case for transformational leadership. Journal for the Education of the Gifted, 19, 63–82.
Ross, S. M. & DiVesta, F. J. (1976). Oral summary as a review strategy for enhancing recall of textual material. Journal of Educational Psychology, 68, 689–695.
Rost, D. H. & Schemer, F. J. (1987). Auf dem Weg zu einer differentiellen Diagnostik der Leistungsangst. Psychologische Rundschau, 38, 14–36.
Royer, J. M. (1986). Designing instruction to produce understanding. In G. D. Phye & T. Andre (Hrsg.), Cognitive classroom learning: Understanding, thinking, and problem solving (S. 83–113). Orlando, FL: Academic Press.
Russo, J. E., Johnson, E. J. & Stephens, D. L. (1989). The validity of verbal protocols. Memory and Cognition, 17, 759–769.
Salomon, G. & Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning and transfer. International Journal of Educational Research, 11, 623–637.
Salomon, G. & Globerson, T. (1989). When teams do not function the way the ought to. International Journal of Educational Research, 13, 89–99.
Sarason, I. G. (1986). Test anxiety, worry, and cognitive interference. In R. Schwarzer (Hrsg.), Self-related cognitions in anxiety and motivation (S. 19–33). Hillsdale, NJ: Lawrence Erlbaum.
Sarbin, T. R. (1976). Cross-age tutoring and social identity. In V. L. Allen (Hrsg.), Children as teachers. Theory and research on tutoring (S. 27–40). New York, NY: Academic Press.
Schank, R. C. & Abelson, R. P. (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Erlbaum.
Schiefele, U. (1996). Motivation und Lernen mit Texten. Göttingen: Hogrefe.
Schiefele, U. & Schreyer, I. (1994). Intrinsische Lernmotivation und Lernen. Ein Überblick zu Ergebnissen der Forschung. Zeitschrift für Pädagogische Psychologies 8, 1–13.
Schiefele, U., Wild, K.-P. & Winteler, A. (1995). Lernaufwand und Elaborationsstrategien als Mediatoren der Beziehung von Studieninteresse und Studienleistung. Zeitschrift für Pädagogische Psychologie, 9, 181–188.
Schiffler, L. (1980). Interaktiver Fremdsprachenunterricht. Stuttgart: Klett.
Schmalhofer, F. & Glavanov, D. (1986). Three components of understanding a programmer’s manual: Verbatim, propositional, and situational representations. Journal of Memory and Language, 25, 279–294.
Schneider, W. & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84, 1–66.
Schommer, M., Crouse, A. & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435–443.
Schooler, J. W., Ohlsson, S. & Brooks, K. (1993). Thoughts beyond words: When language overshadows insight. Journal of Experimental Psychology: General, 122, 166–183.
Scruggs, T. E. & Osguthorpe, R. T. (1986). Tutoring interventions within special education settings: A comparison of cross-age and peer tutoring. Psychology in the Schools, 23, 187–193.
Seipp, B. & Schwarzer, C. (1991). Angst und Leistung — Eine Meta-Analyse empirischer Befunde. Zeitschrift für Pädagogische Psychologie, 5, 85–97.
Semb, G. B., Ellis, J. A. & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85, 305–316.
Shachar, H. & Sharan, S. (1994). Talking, relating, and achieving: Effects of cooperative learning and whole-class instruction. Cognition and Instruction, 12, 313–353.
Sharan, S. (Hrsg.). (1994). Handbook of cooperative learning methods. Westport, CN: Greenwood.
Sharan, S. & Hertz-Lazarowitz, R. (1980). A group investigation method of cooperative learning in the classroom. In S. Sharan, P. Hare, C. Webb & R. Hertz-Lazarowitz (Hrsg.), Cooperation in education (S. 14–46). Provo, UT: Brigham Young University Press.
Sharan, Y. & Sharan, S. (1994). Group investigation in the cooperative classroom. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 97–114). Westport, CN: Greenwood.
Shavelson, R. J., Webb, N. M., Stasz, C. & McArthur, D. (1989). Teaching mathematical problem solving: Insights from teachers and tutors. In R. I. Charles & E. A. Silver (Hrsg.), The teaching and assessing of mathematical problem solving (Bd. 3, S. 203–231). Hillsdale, NJ: Erlbaum.
Sherman, S. J. (1994). Cooperative learning and science. In S. Sharan (Hrsg.), Handbook of cooperative learning methods (S. 226–244). Westport, CN: Greenwood.
Simons, P. R. J. (1992). Lernen, selbständig zu lernen. In H. Mandl & H. F. Friedrich (Hrsg.), Lern- und Denkstrategien — Analyse und Intervention (S. 251–264). Göttingen: Hogrefe.
Silver, E. A. (1986). Using conceptual and procedural knowledge: A focus on relationships. In J. Hiebert (Hrsg.), Conceptual and procedural knowledge: The case of mathematics (S. 181–198). Hillsdale, NJ: Erlbaum.
Skaalvik, E. M. & Rankin, R. J. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perceptions. American Educational Research Journal, 32, 161–184.
Slamecka, N. J. & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592–604.
Slavin, R. E. (1986). Using student team learning (3. Aufl.). Baltimore, MD: Center of Research on Elementary and Middle Schools.
Slavin, R. E. (1989). Cooperative learning and student achievement. In R. E. Slavin (Hrsg.), School and Classroom Organization (S. 129–156). Hillsdale, NJ: Erlbaum.
Slavin, R. E. (1992). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. In R. Hertz-Lazarowitz & N. Miller (Hrsg.), Interaction in cooperative groups. The theoretical anatomy of group learning (S. 145–173). Cambridge, UK: Cambridge University Press.
Slavin, R. E. (1993). Kooperatives Lernen und Leistung: Eine empirisch fundierte Theorie. In G. L. Huber (Hrsg.), Neue Perspektiven der Kooperation (S. 151–170). Hohengehren: Schneider.
Spurlin, J. E., Dansereau, D. F., Larson, C. O. & Brooks, L. W. (1984). Cooperative learning strategies in processing descriptive text: Effects of role and activity level of the learner. Cognition and Instruction, 1, 451–463.
Stark, R., Graf, M., Renkl, A., Gruber, H. & Mandl, H. (1995). Förderung von Handlungskompetenz durch geleitetes Problemlösen und multiple Lernkontexte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 27, 289–312.
Steinig, W. (1985). Schüler machen Fremdsprachenunterricht. Tübingen: Gunter Narr.
Stern, E. & Lehrndorfer, A. (1992). The role of situational knowledge in solving word problems. Cognitive Development, 7, 259–268.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
Sweller, J. (1994). Cognitive load, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312.
Sweller, J. & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89.
Swing, S. R. & Peterson, P. L. (1982). The relationship of student ability and small-group learning to student achievement. American Educational Research Journal, 19, 259–274.
Swinney, D. A. & Osterhout, L (1990). Inference generation during auditory language comprehension. In A. C. Graesser & G. H. Bower (Hrsg.), Inferences and text comprehension (S. 17–33). San Diego, CA: Academic Press.
Talmage, H., Pascarella, E. T. & Ford, S. (1984). The influence of cooperative learning strategies on teacher practices, student perceptions of the learning environment, and academic achievement. American Educational Research Journal 21, 163–179.
Tarmizi, R. A. & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424–436.
Tergan, O.-S. (1995). Hypertext und Hypermedia: Konzeptionen, Lernmöglichkeiten, Lernprobleme. In L. J. Issing & P. Klimsa (Hrsg.), Information und Lernen mit Multimedia (S. 123–137). Weinheim: Beltz.
Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Journal of Educational Psychology, 20, 135–142.
Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Hrsg.), Self-related cognitions in anxiety and motivation (S. 35–54). Hillsdale, NJ: Lawrence Erlbaum.
Thorndyke, P. W. (1984). Applications of schema theory in cognitive research. In J. R. Anderson & S. M. Kosslyn (Hrsg.), Tutorials in learning and memory (S. 167–191). San Francisco, CA: Freeman.
Tudge, J. (1990). Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice. In L. C. Moll (Hrsg.), Vygotsky and education. Instructional implications and applications of sociohistorical psychology (S. 155–172). Cambridge, UK: Cambridge University Press.
Tye-Murray, N. (1992). Preparing for communication interactions: The value of anticipatory strategies for adults with hearing impairment. Journal of Speech and Hearing Research, 35, 430–435.
VanLehn, K. (1986). Arithmetic procedures are induced from examples. In J. Hiebert (Hrsg.), Conceptual and procedural knowledge: The case of mathematics (S. 133–179). Hillsdale, NJ: Erlbaum.
VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47, 513–539.
VanMerrienboer, J. J. G. & DeCroock, M. B. M. (1992). Strategies for computer-based programming instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365–394.
Vollmeyer, R. & Rheinberg, F. (in Druck). Motivationale Einflüsse auf Erwerb und Anwendung von Wissen in einem computersimulierten System. Zeitschrift für Pädagogische Psychologie.
von Stutterheim, C. (1994). Quaestio und Textaufbau. In H.-J. Kornadt, J. Grabowski & R. Mangold-Allwinn (Hrsg.), Sprache und Kognition. Perspektiven moderner Sprachpsychologie (S. 251–272). Heidelberg: Spektrum.
Vosniadou, S. & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51–67.
Voss, J. F., Wiley, J. & Carretero, M. (1995). Acquiring intellectual skills. Annual Review of Psychology, 46, 155–181.
Vygotsky, L. S. (1962). Thought and language. Cambridge, UK: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Ward, M. & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1–39.
Webb, N. M. (1980). An analysis of group interaction and mathematical errors in heterogeneous ability groups. British Journal of Educational Psychology, 50, 266–276.
Webb, N. M. (1982). Peer interaction and learning in small cooperative groups. Journal of Educational Psychology, 74, 642–655.
Webb, N. M. (1984). Stability of small group interaction and achievement over time. Journal of Educational Psychology, 76, 211–224.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21–39.
Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366–389.
Webb, N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz-Lazarowitz & N. Miller (Hrsg.), Interaction in cooperative groups. The theoretical anatomy of group learning (S. 102–119). Cambridge, UK: Cambridge University Press.
Webb, N. M., Ender, P. & Lewis, S. (1986). Problem solving strategies and group processing in small groups learning computer programming. American Educational Research Journal, 23, 243–261.
Webb, N. M. & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369–395.
Webb, N. M., Troper, J. D. & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406–423.
Weinert, F. E. (1994). Lernen lernen und das eigene Lernen verstehen. In K. Reusser & M. Reusser-Weyeneth (Hrsg.), Verstehen. Psychologischer Prozeß und didaktische Aufgabe (S. 183–205). Bern: Huber.
Wild, K.-P. & Schiefele, U. (1994). Lernstrategien im Studium. Ergebnisse zur Faktorenstruktur und Rehabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185–200.
Williams, S. M., Bransford, J. D., Vye, N. J., Goldman, S. & Hmelo, C. E. (1993). Using an anchored instruction computer simulation to facilitate qualitative reasoning in mathematics (Paper presented at the annual meeting of the American Educational Research Association). Atlanta.
Willoughby, T., Wood, E. & Khan, M. (1994). Isolating variables that impact on or detract from the effectiveness of elaboration strategies. Journal of Educational Psychology, 86, 279–289.
Wine, I. D. (1971). Test anxiety and the direction of attention. Psychological Bulletin, 76, 92–104.
Wine, J. D. (1980). Cognitive-attentional theory of test anxiety. In I. G. Sarason (Hrsg.), Test anxiety: Theory, research, and applications (S. 349–385). Hillsdale, NJ: Erlbaum.
Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345–376.
Woloshyn, V. E., Willoughby, T., Wood, E. & Pressley, M. (1990). Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82, 513–524.
Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227–268.
Wood, D., Wood, H., Ainsworth, S. & O’Malley, C. (1995). On becoming a tutor: Toward an ontogenetic model. Cognition and Instruction, 13, 565–581.
Wurtinger, E. (1995). Fragebogenaktion zu LdL im Deutschunterricht (Manuskript). Eichstätt.
Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: Some interesting parallels. British Journal of Educational Psychology, 61, 319–328.
Zhu, X. & Simon, H.A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137–166.
Rights and permissions
Copyright information
© 1997 Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
Renkl, A. (1997). Literatur. In: Lernen durch Lehren. DUV : Psychologie. Deutscher Universitätsverlag, Wiesbaden. https://doi.org/10.1007/978-3-663-08696-3_9
Download citation
DOI: https://doi.org/10.1007/978-3-663-08696-3_9
Publisher Name: Deutscher Universitätsverlag, Wiesbaden
Print ISBN: 978-3-8244-4228-7
Online ISBN: 978-3-663-08696-3
eBook Packages: Springer Book Archive