可能因为您的浏览器不支持样式,您可以更新您的浏览器到最新版本,以获取对此功能的支持,访问下面的网站,获取关于浏览器的信息:
[1]陈功香,傅小兰.(2004).学习判断及其准确性.心理科学进展,12(2),176-184.
[2]李寿欣,徐增杰,陈慧媛.(2010).不同认知方式个体在语篇阅读中抑制外部干扰的眼动研究.心理学报,42(5),539-546.
[3]李寿欣,周颖萍.(2006).个体认知方式与材料复杂性对视空间工作记忆的影响.心理学报,38(4),523-531.
[4]连纯华.(2010).超媒体信息表征与网络课程信息结构设计.中国现代教育装备,(89),114-117.
[5]汪琼,缪蓉.(2003).超媒体神话的破灭?——相关研究述评.北京大学教育评论,(02),38-42.
[6]张智君,任衍具,宿芳.(2004).结构、任务类型和导航对超文本信息搜索的影响.心理学报,36(05),534-539.
[7]张智君,韩淼,朱祖祥,朱伟.(2002).文本结构和时间应激对网页阅读绩效的影响.心理科学,25(04),422-424.
[8]张智君,江程铭,任衍具,朱伟.(2004).信息呈现方式、时间压力和认知风格对网上学习的影响.浙江大学学报(理学版),31(2),228-231.
[9]Ackerman,R.,& Goldsmith,M.(2011).Metacognitive regulation of text learning:On screen versus on paper.Journal of Experimental Psychology:Applied,17(1),18-32.
[10]Ackerman,R.,& Lauterman,T.(2012).Taking reading comprehension exams on screen or on paper?A metacognitive analysis of learning texts under time pressure.Computers in Human Behavior,28(5),1816-1828.
[11]Azevedo,R.,Cromley,J.G.,Moos,D.C.,Greene,J.A.,& Winters,F.I.(2011).Adaptive content and process scaffolding:A key to facilitating students' self-rerulated learning with hypermedia.Psychological Test and Assessment Modeling,53(1),106-140.
[12]Azevedo,R.,Moos,D.C.,Johnson,A.M.,& Chauncey,A.D.(2010).Measuring cognitive and metacognitive regulatory processes during hypermedia learning:Issues and challenges.Educational Psychologist,45(4),210-223.
[13]Bellamy,C.(1999).The web,hypertext and history:A critical Introduction.The Electronic Journal of Australian and Newzealand History,11(3),15-19.
[14]Butler,D.L.,& Winne,P.H.(1995).Feedback and self-regulated learning:A theoretical synthesis.Review of Educational Research,65(3),245-228.
[15]Deimann,M.,& Keller,J.(2006).Volitional aspects of multimedia learning.Journal of Educational Multimedia and Hypermedia,15(2),137-158.
[16]DeStefano,D.,& LeFevre,J.(2007).Cognitive load in hypertext reading:A review.Computers in Human Behavior,23,1616-1641.
[17]Fredin,E.(1997).Rethinking the news story for the internet:Hyperstory prototypes and a model of the user.Journalism and Mass Communication,163,1-47.
[18]Graesser,A.,& McNamara,D.(2010).Self-regulated learning in learning environments with pedagogical agents that interact in natural language.Educational Psychologist,45(4),234-244.
[19]Jacobson,M.J.,& Spiro,R.J.(1995).Hypertext learning environments,cognitive flexibility,and the transfer of complex knowledge:An empirical investigation.Journal of Educational Computing Research,12(4),301-333.
[20]Khalifa,M.,& Lam,R.(2002).Web-based learning:Effects on learning process and outcome.Education,IEEE Transactions on,45(4),350-356.
[21]Klois,S.S.,Segers,E.,& Verhoeven,L.(2013).How hypertext fosters children's knowledge acquisition:The roles of text structure and graphical overview.Computers in Human Behavior,29,2047-2057.
[22]Kintsch,W.(1998).Comprehension:A paradigm for cognition.Cambridge University Press.
[23]Koriat,A.(1997).Monitoring one's own knowledge during study:A cue-utilization approach to judgments of learning.Journal of Experimental Psychology:General,126(4),349.
[24]Koriat,A.,Bjork,R.A.,Sheffer,L.,& Bar,S.K.(2004).Predicting one's own forgetting:The role of experience-based and theory-based processes.Journal of Experimental Psychology-General,133(4),643-655.
[25]Koriat,A.,& Levy-Sadot,R.(1999).Processes underlying metacognitive judgments:Information-based and experience-based monitoring of one's own knowledge.In S.Chaiken & Y.Trope(Eds.,)Dual-process theories in social psychology(pp.483-502).New York,NY:Guiford.
[26]Lauterman,T.,& Ackerman,R.(2014).Overcoming screen inferiority in learning and calibration.Computers in Human Behavior,35,455-463.
[27]Maki,R.H.,Shields,M.W.,Amanda,E.,& Zacchilli,T.L.(2005).Individual differences in absolute and relative metacomprehension accuracy.Journal of Educational Psychology,97(4),723.
[28]Metcalfe,J.(1998).Cognitive optimism:Self-deception or memory-based processing heuristics?Personality and Social Psychology Review,2(2),100-110.
[29]Moos,D.,& Azevedo,R.(2006).The role of goal structure in undergraduates' use of self-regulatory variables in two hypermedia learning tasks.Journal of Educational Multimedia and Hypermedia,15(1),49-86.
[30]Nelson,T.,Narens,L.,& Dunlosky,J.(2004).A revised methodology for research on metamemory:Pre-judgment recall and monitoring(PRAM).Psychological Methods,9(1),53-69.
[31]Norman,E.,& Furnes,B.(2016).The relationship between metacognitive experiences and learning:Is there a difference between digital and non-digital study media?Computers in Human Behavior,54,301-309.
[32]Scheiter,K.,& Gerjets,P.(2007).Learner control in hypermedia environments.Educational Psychology Review,19(3),285-307.
[33]Thiede,K.W.,Anderson,M.C.,& Therriault,D.(2003).Accuracy of metacognitive monitoring affects learning of texts.Journal of Educational Psychology,95(1),66-73.
[34]Thiede,K.W.,Griffin,T.D.,Wiley,J.,& Anderson,M.C.(2010).Poor metacomprehension accuracy as a result of inappropriate cue use.Discourse Processes,47(4),331-362.
[35]Vörös,Z.,Rouet,J.,& Pléh,C.(2011).Effect of high-level content organizers on hypertext learning.Computers in Human Behavior,27,2047-2055.
[36]Walhout,J.,Brand-Gruwel,S.,Jarodzka,H.,van Dijk,M.,de Groot,R.,& Kirschner,P.A.(2015).Learning and navigating in hypertext:Navigational support by hierarchical menu or tag cloud?Computers in Human Behavior,46,218-227.
[37]Winne,P.H.(1997).Experimenting to bootstrap self-regulated learning.Journal of Educational Psychology,89,397-410.
[38]Zhao,Q.,& Linderholm,T.(2008).Adult Mmtacomprehension:Judgment processes and accuracy constraints.Educational Psychology Review,20(2),191-206.