{"totais":{"principios":16,"estudos_extraidos":2038,"estudos_com_link":1129,"fontes_base":38,"categorias_fechadas":7,"categorias_parciais":9},"categorias":[{"id":"revisao-espacada","nome":"Revisão espaçada","categoria_completa":"Revisão espaçada","cluster":"memoria","metric_pct":150,"metric_kind":"retenção","desc":"Reapresenta o conteúdo nos intervalos ótimos para a memória de longo prazo se consolidar — antes do esquecimento, mas não cedo demais.","numero_reportado":"184 artigos; 317 experimentos; 839 avaliações + não é lista agregadora primária; usado como fonte teórica","numero_extraido":179,"numero_com_link":2,"fonte_base_principal":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","status":"parcial","observacao":"Sem tabela pública de estudos primários incluídos localizada nesta rodada.","fontes_base":[{"fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","numero_reportado":"184 artigos; 317 experimentos; 839 avaliações","link_ou_doi":"https://doi.org/10.1037/0033-2909.132.3.354","extraidos":"179"},{"fonte_base":"Optimizing distributed practice: Theoretical analysis and practical implications — Cepeda, Vul, Rohrer, Wixted & Pashler, 2009","numero_reportado":"não é lista agregadora primária; usado como fonte teórica","link_ou_doi":"https://doi.org/10.1027/1618-3169.56.4.236","extraidos":"0"}],"estudos":[{"titulo":"The effects of structural, presentation, and response variables on storage and recall of simple prose materials (Doctoral dissertation, Texas Christian University, 1976)","autores":"Actkinson, T. R","ano":"1977","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Actkinson, T. R. (1977). The effects of structural, presentation, and response variables on storage and recall of simple prose materials (Doctoral dissertation, Texas Christian University, 1976). Dissertation Abstracts International, 37, 5388"},{"titulo":"A study of logical memory","autores":"Austin, S. D. M","ano":"1921","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Austin, S. D. M. (1921). A study of logical memory. American Journal of Psychology, 32, 370–403"},{"titulo":"Early versus delayed review in meaningful learning","autores":"Ausubel, D. P","ano":"1966","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Ausubel, D. P. (1966). Early versus delayed review in meaningful learning. Psychology in the Schools, 3, 195–198"},{"titulo":"Short-term recall of CVC trigrams","autores":"Azerrad, J., & Kennedy, W. A","ano":"1969","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Azerrad, J., & Kennedy, W. A. (1969). Short-term recall of CVC trigrams. Psychological Reports, 24, 698"},{"titulo":"Maintenance of knowledge: Questions about memory we forgot to ask","autores":"Bahrick, H. P","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bahrick, H. P. (1979). Maintenance of knowledge: Questions about memory we forgot to ask. Journal of Experimental Psychology: General, 108, 296–308"},{"titulo":"Maintenance of foreign language vocabulary and the spacing effect","autores":"Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4, 316–321"},{"titulo":"Retention of Spanish vocabulary over 8 years","autores":"Bahrick, H. P., & Phelps, E","ano":"1987","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bahrick, H. P., & Phelps, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 344–349"},{"titulo":"Age-related differences in the impact of spacing, lag, and retention interval","autores":"Balota, D. A., Duchek, J. M., & Paullin, R","ano":"1989","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Balota, D. A., Duchek, J. M., & Paullin, R. (1989). Age-related differences in the impact of spacing, lag, and retention interval. Psychology and Aging, 4, 3–9"},{"titulo":"Separation of storage and retrieval factors in free recall of clusterable pairs","autores":"Batchelder, W. H., & Riefer, D. M","ano":"1980","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Batchelder, W. H., & Riefer, D. M. (1980). Separation of storage and retrieval factors in free recall of clusterable pairs. Psychological Review, 87, 375–397"},{"titulo":"Encoding processes and the spacing effect","autores":"Bellezza, F. S., Winkler, H. B., & Andrasik, F., Jr","ano":"1975","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bellezza, F. S., Winkler, H. B., & Andrasik, F., Jr. (1975). Encoding processes and the spacing effect. Memory & Cognition, 3, 451–457"},{"titulo":"Chunking of repeated events in memory","autores":"Bellezza, F. S., & Young, D. R","ano":"1989","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bellezza, F. S., & Young, D. R. (1989). Chunking of repeated events in memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 990–997"},{"titulo":"Resistance of the spacing effect to variations in encoding","autores":"Bird, C. P., Nicholson, A. J., & Ringer, S","ano":"1978","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bird, C. P., Nicholson, A. J., & Ringer, S. (1978). Resistance of the spacing effect to variations in encoding. American Journal of Psychology, 91, 713–721"},{"titulo":"The spacing effect: Consolidation or differential encoding? Journal of Verbal Learning and Verbal Behavior, 9, 567–572","autores":"Bjork, R. A., & Allen, T. W","ano":"1970","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bjork, R. A., & Allen, T. W. (1970). The spacing effect: Consolidation or differential encoding? Journal of Verbal Learning and Verbal Behavior, 9, 567–572"},{"titulo":"Effects of massed and distributed practice on the learning and retention of second-language vocabulary","autores":"Bloom, K. C., & Shuell, T. J","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of second-language vocabulary. Journal of Educational Research, 74, 245–248. Number of Performance Differences and Effect Sizes, by Age Group differences effect sizes"},{"titulo":"Distributed practice in short-term memory","autores":"Borkowski, J. G","ano":"1967","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Borkowski, J. G. (1967). Distributed practice in short-term memory. Journal of Verbal Learning and Verbal Behavior, 6, 66–72"},{"titulo":"A retrieval model of the spacing effect (Doctoral dissertation, Duke University, 1994)","autores":"Braun, K. A","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Braun, K. A. (1995). A retrieval model of the spacing effect (Doctoral dissertation, Duke University, 1994). Dissertation Abstracts International, 55, 3615"},{"titulo":"The spacing effect depends on an encoding deficit, retrieval, and time in working memory: Evidence from once-presented words","autores":"Braun, K., & Rubin, D. C","ano":"1998","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Braun, K., & Rubin, D. C. (1998). The spacing effect depends on an encoding deficit, retrieval, and time in working memory: Evidence from once-presented words. Memory, 6, 37–65"},{"titulo":"Encoding variability theory and the spacing effect in associate learning","autores":"Bray, J. F., Robbins, D., & Witcher, W. B., Jr","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bray, J. F., Robbins, D., & Witcher, W. B., Jr. (1976). Encoding variability theory and the spacing effect in associate learning. Memory & Cognition, 4, 548–552"},{"titulo":"Distribution of practice and between-trials interference","autores":"Bregman, A. S","ano":"1967","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Bregman, A. S. (1967). Distribution of practice and between-trials interference. Canadian Journal of Psychology, 21, 1–14"},{"titulo":"Response latencies produced by massed and spaced learning of a paired-associates list","autores":"Brown, J., & Huda, M","ano":"1961","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Brown, J., & Huda, M. (1961). Response latencies produced by massed and spaced learning of a paired-associates list. Journal of Experimental Psychology, 61, 360–364"},{"titulo":"Effects of interval on recall","autores":"Brown, W","ano":"1924","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Brown, W. (1924). Effects of interval on recall. Journal of Experimental Psychology, 7, 469–474"},{"titulo":"The curve of forgetting for advertising material","autores":"Burtt, H. E., & Dobell, E. M","ano":"1925","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Burtt, H. E., & Dobell, E. M. (1925). The curve of forgetting for advertising material. Journal of Applied Psychology, 9, 5–21"},{"titulo":"Prose organization and recall","autores":"Carter, J. F., & Carrier, C","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Carter, J. F., & Carrier, C. (1976). Prose organization and recall. Contemporary Educational Psychology, 1, 329–345. *Cepeda, N. J., Mozer, M. C., Coburn, N., Rohrer, D., Wixted, J. T., &"},{"titulo":"Spacing effects on cued-memory tests depend on level of processing","autores":"Challis, B. H","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Challis, B. H. (1993). Spacing effects on cued-memory tests depend on level of processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 389–396"},{"titulo":"Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures","autores":"Childers, J. B., & Tomasello, M","ano":"2002","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Childers, J. B., & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology, 38, 967–978"},{"titulo":"Spacing repetitions in pairedassociate learning: Experimenter versus subject control","autores":"Ciccone, D. S., & Brelsford, J. W","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in pairedassociate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning and Memory, 2, 446–455"},{"titulo":"The effect upon retention of varying lengths of study periods and rest intervals in distributed learning time","autores":"Clark, B. E","ano":"1928","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Clark, B. E. (1928). The effect upon retention of varying lengths of study periods and rest intervals in distributed learning time. Journal of Educational Psychology, 19, 552–559"},{"titulo":"When forgetting helps memory: An analysis of repetition effects","autores":"Cuddy, L. J., & Jacoby, L. L","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory: An analysis of repetition effects. Journal of Verbal Learning and Verbal Behavior, 21, 451–467"},{"titulo":"How and when should information be restudied? (Doctoral dissertation, Loyola University Chicago, 1995)","autores":"Cull, W. L","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Cull, W. L. (1995). How and when should information be restudied? (Doctoral dissertation, Loyola University Chicago, 1995). Dissertation Abstracts International, 56, 549"},{"titulo":"Untangling the benefits of multiple study opportunities and repeated testing for cued recall","autores":"Cull, W. L","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215–235"},{"titulo":"Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability","autores":"Cull, W. L., Shaughnessy, J. J., & Zechmeister, E. B","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Cull, W. L., Shaughnessy, J. J., & Zechmeister, E. B. (1996). Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability. Journal of Experimental Psychology: Applied, 2, 365–378"},{"titulo":"Repetition and recall in an incidental-memory paradigm","autores":"D’Agostino, P. R","ano":"1974","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"D’Agostino, P. R. (1974). Repetition and recall in an incidental-memory paradigm. Canadian Journal of Psychology, 28, 468–473"},{"titulo":"Item repetition in free and cued recall","autores":"D’Agostino, P. R., & DeRemer, P","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"D’Agostino, P. R., & DeRemer, P. (1972). Item repetition in free and cued recall. Journal of Verbal Learning and Verbal Behavior, 11, 54–58"},{"titulo":"Repetition effects as a function of rehearsal and encoding variability","autores":"D’Agostino, P. R., & DeRemer, P","ano":"1973","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"D’Agostino, P. R., & DeRemer, P. (1973). Repetition effects as a function of rehearsal and encoding variability. Journal of Verbal Learning and Verbal Behavior, 12, 108–113"},{"titulo":"Surface form and the spacing effect","autores":"Dellarosa, D., & Bourne, L. E., Jr","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Dellarosa, D., & Bourne, L. E., Jr. (1985). Surface form and the spacing effect. Memory & Cognition, 13, 529–537"},{"titulo":"Effects of variable encoding and spaced presentations on vocabulary learning","autores":"Dempster, F. N","ano":"1987a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Dempster, F. N. (1987a). Effects of variable encoding and spaced presentations on vocabulary learning. Journal of Educational Psychology, 79, 162–170"},{"titulo":"Locus of distributed lag effect in free recall","autores":"DeRemer, P., & D’Agostino, P. R","ano":"1974","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"DeRemer, P., & D’Agostino, P. R. (1974). Locus of distributed lag effect in free recall. Journal of Verbal Learning and Verbal Behavior, 13, 167–171"},{"titulo":"Effects of repeated readings on bilingual and monolingual memory for text","autores":"Durgunoğlu, A. Y., Mir, M., & Ariño-Martı́, S","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Durgunoğlu, A. Y., Mir, M., & Ariño-Martı́, S. (1993). Effects of repeated readings on bilingual and monolingual memory for text. Contemporary Educational Psychology, 18, 294–317"},{"titulo":"The distribution of time in learning small amounts of material","autores":"Edwards, A. S","ano":"1917","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Edwards, A. S. (1917). The distribution of time in learning small amounts of material. In Studies in Psychology Contributed by Colleagues and Former Students of Edward Bradford Titchener (pp. 209–213). Worcester, MA: Louis N. Wilson"},{"titulo":"Role of mood and connotation in the spacing effect","autores":"Elmes, D. G., Chapman, P. F., & Selig, C. W","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Elmes, D. G., Chapman, P. F., & Selig, C. W. (1984). Role of mood and connotation in the spacing effect. Bulletin of the Psychonomic Society, 22, 186–188"},{"titulo":"What is the role of affect in the spacing effect? Memory & Cognition, 11, 144–151","autores":"Elmes, D. G., Dye, C. J., & Herdelin, N. J","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Elmes, D. G., Dye, C. J., & Herdelin, N. J. (1983). What is the role of affect in the spacing effect? Memory & Cognition, 11, 144–151"},{"titulo":"Free recall of items presented after massedand distributed-practice items","autores":"Elmes, D. G., Greener, W. I., & Wilkinson, W. C","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Elmes, D. G., Greener, W. I., & Wilkinson, W. C. (1972). Free recall of items presented after massedand distributed-practice items. American Journal of Psychology, 85, 237–240"},{"titulo":"Isolation of massedand distributed-practice items","autores":"Elmes, D. G., Sanders, L. W., & Dovel, J. C","ano":"1973","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Elmes, D. G., Sanders, L. W., & Dovel, J. C. (1973). Isolation of massedand distributed-practice items. Memory & Cognition, 1, 77–79"},{"titulo":"The lag effect in free recall: Differential encoding or differential rehearsal? (Doctoral dissertation, Iowa State University, 1974)","autores":"Evans, J. D","ano":"1975","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Evans, J. D. (1975). The lag effect in free recall: Differential encoding or differential rehearsal? (Doctoral dissertation, Iowa State University, 1974). Dissertation Abstracts International, 35, 4142"},{"titulo":"Massed versus distributed practice in computerized spelling drills","autores":"Fishman, E. J., Keller, L., & Atkinson, R. C","ano":"1968","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Fishman, E. J., Keller, L., & Atkinson, R. C. (1968). Massed versus distributed practice in computerized spelling drills. Journal of Educational Psychology, 59, 290–296"},{"titulo":"The effect of spacing category members on children’s memory","autores":"Folarin, B. A","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Folarin, B. A. (1983). The effect of spacing category members on children’s memory. Journal of Psychology, 114, 167–177"},{"titulo":"Effects of spacing and spacing patterns in free recall","autores":"Foos, P. W., & Smith, K. H","ano":"1974","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Foos, P. W., & Smith, K. H. (1974). Effects of spacing and spacing patterns in free recall. Journal of Experimental Psychology, 103, 112– 116"},{"titulo":"Context, isolation, and interference effects on the retention of fact","autores":"Gagné, R. M","ano":"1969","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Gagné, R. M. (1969). Context, isolation, and interference effects on the retention of fact. Journal of Educational Psychology, 60, 408–414. 372 CEPEDA, PASHLER, VUL, WIXTED, AND ROHRER"},{"titulo":"Massed versus distributed repetition of homographs: A test of the differential-encoding hypothesis","autores":"Gartman, L. M., & Johnson, N. F","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Gartman, L. M., & Johnson, N. F. (1972). Massed versus distributed repetition of homographs: A test of the differential-encoding hypothesis. Journal of Verbal Learning and Verbal Behavior, 11, 801–808"},{"titulo":"Intervening tasks and the spacing effect: Theoretical and practical implications (Doctoral dissertation, Texas A&M University, 1999)","autores":"Gilliland, T. R","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Gilliland, T. R. (2000). Intervening tasks and the spacing effect: Theoretical and practical implications (Doctoral dissertation, Texas A&M University, 1999). Dissertation Abstracts International, 60, 4920"},{"titulo":"Distance between related words in free recall: Trace of the STS","autores":"Glanzer, M","ano":"1969","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Glanzer, M. (1969). Distance between related words in free recall: Trace of the STS. Journal of Verbal Learning and Verbal Behavior, 8, 105– 111"},{"titulo":"Repetition between and within languages in free recall","autores":"Glanzer, M., & Duarte, A","ano":"1971","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Glanzer, M., & Duarte, A. (1971). Repetition between and within languages in free recall. 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Memory & Cognition, 8, 528–538"},{"titulo":"An analysis of the free recall spacing effect using the overt rehearsal technique","autores":"Glenberg, A. M., & Melton, A. W","ano":"1978","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Glenberg, A. M., & Melton, A. W. (1978). An analysis of the free recall spacing effect using the overt rehearsal technique. Unpublished manuscript, University of Wisconsin—Madison and University of Michigan, Ann Arbor"},{"titulo":"Spacing repetitions and solving problems are not the same","autores":"Glenberg, A. M., & Smith, S. M","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Glenberg, A. M., & Smith, S. M. (1981). 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R","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Harzem, P., Lee, I., & Miles, T. R. (1976). The effects of pictures on learning to read. British Journal of Educational Psychology, 46, 318– 322"},{"titulo":"Effects of repetitions and questions at varying lags during self-paced learning from text (Rand Paper P-5925)","autores":"Hayes-Roth, B","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Hayes-Roth, B. (1976). Effects of repetitions and questions at varying lags during self-paced learning from text (Rand Paper P-5925). 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J","ano":"1989","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Leng, N. R. C., & Parkin, A. J. (1989). Aetiological variation in the amnesic syndrome: Comparisons using the Brown-Peterson task. Cortex, 25, 251–259"},{"titulo":"Intraserial repetition and coding processes in free recall (Doctoral dissertation, University of Toronto, 1968)","autores":"Madigan, S. A","ano":"1970","link":"","status_link":"sem_link_na_fonte","fonte_base":"Distributed practice in verbal recall tasks: A review and quantitative synthesis — Cepeda, Pashler, Vul, Wixted & Rohrer, 2006","ref_bruta":"Madigan, S. A. (1970). Intraserial repetition and coding processes in free recall (Doctoral dissertation, University of Toronto, 1968). 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American Journal of Psychology, 88, 277–291. 376 CEPEDA, PASHLER, VUL, WIXTED, AND ROHRER Appendix Effects of Task Type on Distributed Practice One lingering concern with our lag analyses is whether task type plays a role in the expression of joint effects between ISI and retention interval. Put another way, is it reasonable to expect the joint effects of ISI difference and retention interval to be constant, regardless of task type? We can think of no a priori reason to expect lag effects to vary on the basis of task type. On the other hand, different experimental methodologies, which vary consistently with task type, might reduce our ability to glean the joint effects of ISI difference and retention interval. Specifically, some paradigms provided consistent and accurate manipulation of ISI difference and retention interval, and these well-controlled paradigms were used in most of the experiments with paired associate tasks. In most experiments with paired associate tasks, items separated by a given lag were almost always followed by exactly the same retention interval. Thus, there is no question that ISI and retention interval values used in this meta-analysis were accurate. In contrast, list recall paradigms did not accurately control ISI difference and retention interval, so there is some degree of incorrectness in the ISI difference and retention interval values we used. To illustrate the problem, say items are represented by ix. The following is a sample list recall paradigm. Lag is always 1 item, and there are no filler items. The typical primacy and recency buffers have been removed: i1 i2 i1 i2 i3 i4 i3 i4 i5 i6 i5 i6 retention interval (time ⫽ x) recall test (unlimited time given to complete test). The first feature to notice is that retention interval for items i1 and i2 is longer than retention interval for i5 and i6. This problem becomes worse when list length is long and retention interval is short. Also, we have presented a best-case scenario. Many list recall paradigms present items i1–i6, and then rerandomize item order before re-presenting the entire list. This introduces even more variability, as ISI difference is then variable, as is retention interval. An additional, smaller, problem is that giving unlimited time to recall means that retention interval becomes more variable than if recall time were fixed, as occurs in many paired associate paradigms. (text continues on page 380) all adjacent pairs of interstudy interval (ISI) values from each study, binned by difference in ISI and retention interval and averaged across studies. When surrounded by ISI bins with lower accuracy values, the ISI bin showing the highest accuracy value at each retention interval bin is indicated with an asterisk. Error bars represent one standard error of the mean. (Appendix continues) adjacent pairs of interstudy interval (ISI) values from each study, binned by difference in ISI and retention interval and averaged across studies. When surrounded by ISI bins with lower accuracy values, the ISI bin showing the highest accuracy value at each retention interval bin is indicated with an asterisk. Error bars represent one standard error of the mean. For Paired Associate Data, Shorter and Longer Interstudy Interval (ISI) Range, Retention Interval Range, Percentage Correct at the Shorter and Longer ISI Range, and Statistical Analyses, for Accuracy Difference Lag Analyses ISI range Retention interval range % Correct at ISI range Statistical analysis Shorter Longer Shorter Longer SEM 1–10 s 11–29 s 4–59 s 1.1 2.5 1.6 t(53) ⫽ 0.6, p ⫽.522 11–29 s 1–15 min 4–59 s 2.5 ⫺2.2 1.8 t(23) ⫽ 1.1, p ⫽.280 1–10 s 11–29 s 1 min–2 hr 1.0 2.8 1.5 t(35) ⫽ 0.6, p ⫽.554 11–29 s 2–28 days 1 min–2 hr 2.8 ⫺13.7 3.8 t(28) ⫽ 3.0, p ⬍.01 30–59 s 1–15 min 1 day 1.3 8.3 3.4 t(8) ⫽ 1.5, p ⫽.162 1–15 min 1 day 2–28 days 4.5 11.0 3.3 t(9) ⫽ 1.4, p ⫽.194 1 day 2–28 days 2–28 days 11.0 0.2 2.8 t(10) ⫽ 2.5, p ⬍.05 1 day 2–28 days 30–2,900 days 6.5 9.7 2.7 t(14) ⫽ 1.0, p ⫽.356 2–28 days 29–84 days 30–2,900 days 9.7 ⫺0.6 2.6 t(16) ⫽ 3.2, p ⬍.01 378 CEPEDA, PASHLER, VUL, WIXTED, AND ROHRER (ISI) and retention interval and averaged across studies. When surrounded by ISI bins with lower accuracy values, the ISI bin showing the highest accuracy value at each retention interval bin is indicated with an asterisk. Error bars represent one standard error of the mean. retention interval and averaged across studies. When surrounded by ISI bins with lower accuracy values, the ISI bin showing the highest accuracy value at each retention interval bin is indicated with an asterisk. Error bars represent one standard error of the mean. (Appendix continues) To assess the impact of these paradigmatic issues, we have reanalyzed lag data, separating by task type. Figures A1 and A2 show joint effects of ISI difference and retention interval, for paired associate and list recall data, respectively. Table A1 provides quantitative analyses of joint effects of ISI difference and retention interval, for paired associate data. As would be predicted by paradigmatic differences, paired associate data paint a much cleaner qualitative picture of joint effects between ISI difference and retention interval. Unfortunately, this cleaner qualitative picture comes with a less clean quantitative picture, because sample size, and thus power, is reduced as well. In Figures A3 and A4 we present joint effects of absolute ISI and retention interval, for paired associate and list recall data, respectively. retention interval joint effects. The data once again support an increase in optimal ISI as retention interval increases. Received April 14, 2004 Revision received July 20, 2005 Accepted September 9, 2005 䡲 For Paired Associate Data, Shorter and Longer Interstudy Interval (ISI) Range, Retention Interval Range, Percentage Correct at the Shorter and Longer ISI Range, and Statistical Analyses, for Absolute Lag Analyses ISI range Retention interval range % Correct at ISI Range Statistical analysis Shorter Longer Shorter Longer SEM 1–10 s 30–59 s 2–59 s 51.4 60.1 4.7 t(60) ⫽ 1.3, p ⫽.183 30–59 s 1 min–3 hr 2–59 s 60.1 41.9 4.9 t(33) ⫽ 2.3, p ⬍.05 1–10 s 1 min–3 hr 1 min–2 hr 35.9 56.3 3.8 t(67) ⫽ 3.8, p ⬍.001 1 min–3 hr 2–28 days 1 min–2 hr 56.3 50.7 8.9 t(46) ⫽ 0.4, p ⫽.664 11–29 s 2–28 days 2–28 days 29.0 55.5 9.8 t(16) ⫽ 1.9, p ⫽.073 1 min–3 hr 29–168 days 30–2,900 days 27.0 50.3 11.5 t(12) ⫽ 1.4, p ⫽.180 380 CEPEDA, PASHLER, VUL, WIXTED, AND ROHRER"}]},{"id":"pratica-ativa","nome":"Prática ativa","categoria_completa":"Prática ativa / retrieval practice","cluster":"memoria","metric_pct":46,"metric_kind":"memorização","desc":"Forçar a recuperação do conhecimento — não só relê-lo — é o que cria os caminhos neurais que duram.","numero_reportado":"118 estudos + 61 estudos; 159 efeitos + 225 estudos","numero_extraido":393,"numero_com_link":378,"fonte_base_principal":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","status":"parcial","observacao":"Freeman et al. 2014 agora inclui 225 linhas explícitas da Table S4. A tabela informa Citation: Study; títulos completos e DOIs primários seguem pendentes de cruzamento com as referências do SI.","fontes_base":[{"fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","numero_reportado":"118 estudos","link_ou_doi":"https://doi.org/10.3102/0034654316689306","extraidos":"108"},{"fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","numero_reportado":"61 estudos; 159 efeitos","link_ou_doi":"https://doi.org/10.1037/a0037559","extraidos":"60"},{"fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","numero_reportado":"225 estudos","link_ou_doi":"https://doi.org/10.1073/pnas.1319030111","extraidos":"225"}],"estudos":[{"titulo":"Free recall enhances subsequent learning","autores":"Arnold, K., & McDermott, K","ano":"2013","link":"https://doi.org/10.3758/s13423-012-0370-3","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Arnold, K., & McDermott, K. (2013). Free recall enhances subsequent learning. Psychonomic Bulletin & Review, 20, 507–513. doi:10.3758/s13423-012-0370-3"},{"titulo":"Effect of opportunities for word retrieval during second language vocabulary learning","autores":"Barcroft, J","ano":"2007","link":"https://doi.org/10.1111/j.1467-9922.2007.00","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Barcroft, J. (2007). Effect of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57, 35–56. doi:10.1111/j.1467-9922.2007.00 398.x"},{"titulo":"Aging, spaced retrieval, and inflexible memory performance","autores":"Bishara, A. J., & Jacoby, L","ano":"2008","link":"https://doi.org/10.3758/PBR.15.1.52","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Bishara, A. J., & Jacoby, L. (2008). Aging, spaced retrieval, and inflexible memory performance. Psychonomic Bulletin & Review, 15, 52–57. doi:10.3758/PBR.15.1.52"},{"titulo":"Retrieval experience as a modifier of future encoding: another test effect","autores":"Bjork, E. L., & Storm, B. C","ano":"2011","link":"https://doi.org/10.1037/a0023549","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Bjork, E. L., & Storm, B. C. (2011). Retrieval experience as a modifier of future encoding: another test effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 5, 1113–1124. doi:10.1037/a0023549"},{"titulo":"The effect of instruction method and relearning on Dutch spelling performance of thirdthrough fifth-graders","autores":"Bouwmeester, S., & Verkoeijen, P. P. J. 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Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35, 1007–1013. doi:10.3758/BF03193473"},{"titulo":"Testing during study insulates against the build-up of proactive interference","autores":"Szpunar, K. K., McDermott, K. B., & Roediger, H. L","ano":"2008","link":"https://doi.org/10.1037/a0013082","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Szpunar, K. K., McDermott, K. B., & Roediger, H. L. (2008). Testing during study insulates against the build-up of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1392–1399. doi:10.1037/a0013082"},{"titulo":"The testing effect and the retention interval","autores":"Toppino, T. C., & Cohen, M. S","ano":"2009","link":"https://doi.org/10.1027/1618-3169.56.4.252","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Toppino, T. C., & Cohen, M. S. (2009). The testing effect and the retention interval. Experimental Psychology, 56, 252–257. doi:10.1027/1618-3169.56.4.252"},{"titulo":"The benefits and costs of repeated testing on the learning of face–name pairs in healthy older adults","autores":"Tse, C., Balota, D. A., & Roediger, H. L","ano":"2010","link":"https://doi.org/10.1037/a0019933","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Tse, C., Balota, D. A., & Roediger, H. L. (2010). The benefits and costs of repeated testing on the learning of face–name pairs in healthy older adults. Psychology and Aging, 25, 833–845. doi:10.1037/a0019933 700 A Meta-Analysis of Practice Tests *Tuckman, B. W., & Trimble, S. (1997, August). Using tests as a performance incentive to motivate eighth-graders to study. Paper presented at the 105th Annual Meeting of the American Psychological Association, Chicago, IL"},{"titulo":"A test of the testing effect: Acquiring problemsolving skills from worked examples","autores":"van Gog, T., & Kester, L","ano":"2012","link":"https://doi.org/10.1111/cogs.12002","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problemsolving skills from worked examples. Cognitive Science, 36, 1532–1541. doi:10.1111/cogs.12002"},{"titulo":"A short-term testing effect in cross-language recognition","autores":"Verkoeijen, P. P. J. L., Bouwmeester, S., & Camp, G","ano":"2012","link":"","status_link":"sem_link_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Verkoeijen, P. P. J. L., Bouwmeester, S., & Camp, G. (2012). A short-term testing effect in cross-language recognition. Psychological Science, 23, 567–571. doi:0.1177/0956797611435132"},{"titulo":"Comparing the effects of testing and restudying on recollection in recognition memory","autores":"Verkoeijen, P. P. J. L., Tabbers, H. K., & Verhage, M. L","ano":"2011","link":"https://doi.org/10.1027/1618-3169/a000117","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Verkoeijen, P. P. J. L., Tabbers, H. K., & Verhage, M. L. (2011). Comparing the effects of testing and restudying on recollection in recognition memory. Experimental Psychology, 58, 490–498. doi:10.1027/1618-3169/a000117"},{"titulo":"The testing effect: the role of feedback and collaboration in a tertiary classroom setting","autores":"Vojdanoska, M., Cranney, J., & Newell, B. R","ano":"2009","link":"https://doi.org/10.1002/acp.1630","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Vojdanoska, M., Cranney, J., & Newell, B. R. (2009). The testing effect: the role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24, 1183–1195. doi:10.1002/acp.1630"},{"titulo":"A comparison of study strategies for passages: Rereading, answering questions, and generating questions","autores":"Weinstein, Y., McDermott, K. B., & Roediger, H. L","ano":"2010","link":"https://doi.org/10.1037/a0020992","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A comparison of study strategies for passages: Rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16, 308–316. doi:10.1037/a0020992"},{"titulo":"Recall facilitates subsequent recognition","autores":"Wenger, S. K., Thompson, C. P., & Bartling, C. A","ano":"1980","link":"","status_link":"sem_link_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Wenger, S. K., Thompson, C. P., & Bartling, C. A. (1980). Recall facilitates subsequent recognition. Journal of Experimental Psychology: Human Learning and Memory, 6, 135–144"},{"titulo":"The testing effect in free recall is associated with enhanced organizational processes","autores":"Zaromb, F. M., & Roediger, H. L","ano":"2010","link":"https://doi.org/10.3758/MC.38.8.995","status_link":"doi_na_fonte","fonte_base":"Rethinking the use of tests: A meta-analysis of practice testing — Adesope, Trevisan & Sundararajan, 2017","ref_bruta":"Zaromb, F. M., & Roediger, H. L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38, 995–1008. doi:10.3758/MC.38.8.995 Authors OLUSOLA O. ADESOPE, PhD, is an associate professor and coordinator of the educational psychology program in the Department of Educational Leadership, Sports Studies, and Educational/Counseling Psychology, Washington State University, Pullman, WA 99164, USA; email: olusola.adesope@wsu.edu. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources, knowledge representation through interactive concept maps, meta-analysis of empirical research, and advancing learning, instructional principles and assessments in science, technology, engineering, and mathematics. DOMINIC A. TREVISAN is a doctoral student in Educational Psychology at Simon Fraser University, 8888 University Drive, Burnaby, British Columbia, Canada V5A 1S6; email: dtrevisa@sfu.ca. Some of his research interests include applications of cognitive psychology in the classroom, social and emotional learning, and autism. NARAYANKRIPA SUNDARARAJAN is a graduate research assistant in the Department of Educational Leadership, Sports Studies, and Educational/Counseling Psychology, Washington State University, Cleveland 80, Pullman, WA 99164, USA; email: n.sundararajan@wsu.edu. Her research interests include educational psychology, instructional techniques, multimedia, and research methods. 701"},{"titulo":"Aging, spaced retrieval, and inflexible memory performance","autores":"Bishara, A. J., & Jacoby, L. L","ano":"2008","link":"https://doi.org/10.3758/PBR.15.1.52","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Bishara, A. J., & Jacoby, L. L. (2008). Aging, spaced retrieval, and inflexible memory performance. Psychonomic Bulletin & Review, 15, 52–57. doi:10.3758/PBR.15.1.52"},{"titulo":"Individual differences in the effects of retrieval from long-term memory","autores":"Brewer, G. A., & Unsworth, N","ano":"2012","link":"https://doi.org/10.1016/j.jml.2011.12.009","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Brewer, G. A., & Unsworth, N. (2012). Individual differences in the effects of retrieval from long-term memory. Journal of Memory and Language, 66, 407–415. doi:10.1016/j.jml.2011.12.009"},{"titulo":"Repeated testing produces superior transfer of learning relative to repeated studying","autores":"Butler, A. C","ano":"2010","link":"https://doi.org/10.1037/a0019902","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118–1133. doi:10.1037/a0019902"},{"titulo":"Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval","autores":"Carpenter, S. K","ano":"2009","link":"https://doi.org/10.1037/a0017021","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1563–1569. doi:10.1037/a0017021"},{"titulo":"Semantic information activated during retrieval contributed to later retention: Support for the mediator effectiveness hypothesis of the testing effect","autores":"Carpenter, S. K","ano":"2011","link":"https://doi.org/10.1037/a0024140","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K. (2011). Semantic information activated during retrieval contributed to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1547–1552. doi:10.1037/a0024140"},{"titulo":"Application of the testing and spacing effects to name learning","autores":"Carpenter, S. K., & DeLosh, E. L","ano":"2005","link":"https://doi.org/10.1002/acp.1101","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name learning. Applied Cognitive Psychology, 19, 619–636. doi:10.1002/acp.1101"},{"titulo":"Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect","autores":"Carpenter, S. K., & DeLosh, E. L","ano":"2006","link":"https://doi.org/10.3758/BF03193405","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268–276. doi:10.3758/BF03193405"},{"titulo":"Testing beyond words: Using tests to enhance visuospatial map learning","autores":"Carpenter, S. K., & Pashler, H","ano":"2007","link":"https://doi.org/10.3758/BF03194092","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K., & Pashler, H. (2007). Testing beyond words: Using tests to enhance visuospatial map learning. Psychonomic Bulletin & Review, 14, 474–478. doi:10.3758/BF03194092"},{"titulo":"What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826–830","autores":"Carpenter, S. K., Pashler, H., & Vul, E","ano":"2006","link":"https://doi.org/10.3758/BF03194004","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826–830. doi:10.3758/BF03194004"},{"titulo":"The effects of tests on learning and forgetting","autores":"Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E","ano":"2008","link":"https://doi.org/10.3758/MC.36.2.438","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36, 438–448. doi:10.3758/MC.36.2.438"},{"titulo":"The influence of retrieval on retention","autores":"Carrier, M., & Pashler, H","ano":"1992","link":"https://doi.org/10.3758/BF03202713","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. 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E","ano":"2009","link":"https://doi.org/10.1037/a0015183","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101, 621–629. doi: 10.1037/a0015183 23 TESTING META-ANALYSIS"},{"titulo":"Enhancing visuospatial learning: The benefit of retrieval practice","autores":"Kang, S. H","ano":"2010","link":"https://doi.org/10.3758/MC.38.8.1009","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Kang, S. H. (2010). Enhancing visuospatial learning: The benefit of retrieval practice. 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R","ano":"2011","link":"https://doi.org/10.1126/science.1199327","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–775. doi:10.1126/science.1199327"},{"titulo":"Retrieval mode distinguished the testing effect from the generation effect","autores":"Karpicke, J. D., & Zaromb, F. M","ano":"2010","link":"https://doi.org/10.1016/j.jml.2009.11.010","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval mode distinguished the testing effect from the generation effect. 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Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 437–450. doi:10.1037/a0028886 25 TESTING META-ANALYSIS"},{"titulo":"How recall facilitates subsequent recall: A reappraisal","autores":"Thompson, C. P., Wenger, S. K., & Bartling, C. A","ano":"1978","link":"https://doi.org/10.1037/0278-7393.4.3.210","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Thompson, C. P., Wenger, S. K., & Bartling, C. A. (1978). How recall facilitates subsequent recall: A reappraisal. Journal of Experimental Psychology: Human Learning and Memory, 4, 210–221. doi:10.1037/0278-7393.4.3.210"},{"titulo":"The testing effect and the retention interval: Questions and answers","autores":"Toppino, T. C., & Cohen, M. 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F","ano":"2003","link":"https://doi.org/10.1080/09658210244000414","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Wheeler, M. A., Ewers, M., & Buonanno, J. F. (2003). Different rates of forgetting following study versus test trials. Memory, 11, 571–580. doi:10.1080/09658210244000414"},{"titulo":"The testing effect in free recall is associated with enhanced organizational processes","autores":"Zaromb, F. M., & Roediger, H. L., III","ano":"2010","link":"https://doi.org/10.3758/MC.38.8.995","status_link":"doi_na_fonte","fonte_base":"The effect of testing versus restudy on retention: A meta-analytic review of the testing effect — Rowland, 2014","ref_bruta":"Zaromb, F. M., & Roediger, H. L., III. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38, 995–1008. doi:10.3758/MC.38.8.995 (Appendices follow) 26 ROWLAND Appendix A Studies Included in the Meta-Analysis Presented With Selected Moderator Classifications Study Stimulus type Initial test type Initial test cue–target relationship Feedback Retention interval Final test type"},{"titulo":"(S53)Anderson et al. 200\\1","autores":"(S53)Anderson et al. 200\\1","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S53)Anderson et al. 20052 | Disci-pline: Chem | Assess Type: Exam | Size: Sm | Studnt: QRno | Instr: yes | Maj: Maj | Level: Upper | Trtmnt name: PBL | Sign?: Y | OrigStN: 420 | Clust AdjN: 9 | Hedges’sg: 1.334 | S.E.: 0.609 | Lower limit: 0.140 | Upper limit: 2.529 | Z-value: 2.189 | p-value: 0.029 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S54)Armbruster et al. 200\\1","autores":"(S54)Armbruster et al. 200\\1","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S54)Armbruster et al. 20091 | Disci-pline: Bio | Assess Type: Exam | Size: Lg | Studnt: QRno | Instr: yes | Maj: Maj | Level: Intro | Trtmnt name: Wrksht, Clicker | Sign?: Y | OrigStN: 520 | Clust AdjN: 13 | Hedges’sg: 0.186 | S.E.: 0.540 | Lower limit: -0.872 | Upper limit: 1.244 | Z-value: 0.345 | p-value: 0.730 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S55)Armstrong & Hendricks 1999","autores":"(S55)Armstrong & Hendricks 1999","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S55)Armstrong & Hendricks 1999 | Disci-pline: Math | Assess Type: (grade) | Size: na | Studnt: QRacad | Instr: yes | Maj: Maj | Level: Intro | Trtmnt name: Wrkshts | Sign?: N | OrigStN: 14 | Clust AdjN: na | Hedges’sg: 0.322 | S.E.: 0.655 | Lower limit: -0.961 | Upper limit: 1.605 | Z-value: 0.491 | p-value: 0.623 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S56)Armstrong et al. 2007","autores":"(S56)Armstrong et al. 2007","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S56)Armstrong et al. 2007 | Disci-pline: Bio | Assess Type: Exam | Size: Lg | Studnt: QRpre | Instr: yes | Maj: Non | Level: Intro | Trtmnt name: Clicker, Wrksht, Quiz | Sign?: N | OrigStN: 614 | Clust AdjN: 9 | Hedges’sg: -0.090 | S.E.: 0.593 | Lower limit: -1.252 | Upper limit: 1.073 | Z-value: -0.151 | p-value: 0.880 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S57)Asiala et al. 1997\\1","autores":"(S57)Asiala et al. 1997\\1","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S57)Asiala et al. 1997a2 | Disci-pline: Math | Assess Type: Exam | Size: na | Studnt: QRacad | Instr: no | Maj: Maj | Level: Intro | Trtmnt name: Wrksht | Sign?: na | OrigStN: 41 | Clust AdjN: 8 | Hedges’sg: 0.817 | S.E.: 0.633 | Lower limit: -0.423 | Upper limit: 2.058 | Z-value: 1.291 | p-value: 0.197 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S58)Asiala et al. 1997b","autores":"(S58)Asiala et al. 1997b","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S58)Asiala et al. 1997b | Disci-pline: Math | Assess Type: Exam | Size: na | Studnt: QRacad | Instr: no | Maj: Maj | Level: na | Trtmnt name: Wrksht | Sign?: na | OrigStN: 37 | Clust AdjN: 8 | Hedges’sg: 1.143 | S.E.: 0.645 | Lower limit: -0.121 | Upper limit: 2.406 | Z-value: 1.772 | p-value: 0.076 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S59)Austin 1995","autores":"(S59)Austin 1995","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; titulo_completo_pendente_si_references","fonte_base":"Active learning increases student performance in science, engineering, and mathematics — Freeman et al., 2014","ref_bruta":"(Ref#)Citation: Study: (S59)Austin 1995 | Disci-pline: Math | Assess Type: Exam | Size: na | Studnt: QRacad | Instr: yes | Maj: Maj | Level: Upper | Trtmnt name: Wrksht | Sign?: N | OrigStN: 57 | Clust AdjN: 8 | Hedges’sg: 0.070 | S.E.: 0.613 | Lower limit: -1.130 | Upper limit: 1.271 | Z-value: 0.115 | p-value: 0.908 | Table S4 section: Exam/concept inventory data"},{"titulo":"(S60)Banerjee &Vidyapati 199\\1","autores":"(S60)Banerjee &Vidyapati 199\\1","ano":"","link":"https://www.pnas.org/doi/suppl/10.1073/pnas.1319030111/suppl_file/pnas.1319030111.st04.docx","status_link":"link_para_tabela_suplementar; 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British Journal of Educational Technology, 43, 993–1003. doi:10.1111/j.1467-8535.2011.01269.x"},{"titulo":"Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context","autores":"Barab, S., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou, M","ano":"2012","link":"https://doi.org/10.1016/j.compedu.2011.08.001","status_link":"doi_na_fonte","fonte_base":"A meta-analysis of the cognitive and motivational effects of serious games — Wouters, van Nimwegen, van Oostendorp & van der Spek, 2013","ref_bruta":"Barab, S., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou, M. (2012). Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context. Computers & Education, 58, 518–533. doi:10.1016/j.compedu.2011.08.001 !Barab, S. 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A randomized field trial of Cognitive Tutor Algebra I. In T. Hirashima, U. Hoppe, & S. S. C. Young (Eds.), learning flow through integrative technologies (pp. 13–20). Amsterdam, the Netherlands: IOS Press"},{"titulo":"Exploring the effectiveness of knowledge construction dialogues","autores":"Rosé, C. P., Bhembe, D., Siler, S., Srivasteva, R., & VanLehn, K","ano":"2003","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Rosé, C. P., Bhembe, D., Siler, S., Srivasteva, R., & VanLehn, K. (2003). Exploring the effectiveness of knowledge construction dialogues. In U. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial intelligence in education: Shaping the future of learning through intelligent technologies (pp. 497–499). Amsterdam, the Netherlands: IOS Press"},{"titulo":"An intelligent tutor for intrusion detection on computer systems","autores":"Rowe, N. 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Themes in Education, 1, 115–136"},{"titulo":"Evaluation of the Cognitive Tutor Algebra I program","autores":"Shneyderman, A","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Shneyderman, A. (2001). Evaluation of the Cognitive Tutor Algebra I program. Unpublished manuscript, Miami-Dade County Public Schools, Office of Evaluation and Research, Miami–Dade County Public Schools, Miami, FL"},{"titulo":"A large-scale evaluation of an intelligent discovery world: Smithtown","autores":"Shute, V. J., & Glasser, R","ano":"1990","link":"https://doi.org/10.1080/1049482900010104","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Shute, V. J., & Glasser, R. (1990). A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, 51–77. doi:10.1080/1049482900010104"},{"titulo":"The effect of the Carnegie Algebra Tutor on student achievement and attitude in introductory high school algebra","autores":"Smith, J. E","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Smith, J. E. (2001). The effect of the Carnegie Algebra Tutor on student achievement and attitude in introductory high school algebra. (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg. 17 INTELLIGENT TUTORING SYSTEMS"},{"titulo":"What is our effect size: Evaluating the educational influence of a web-based intelligent authoring shell? Paper presented at IEEE International Conference on Intelligent Engineering Systems 2004 (INES, 2004), Cluj-Napoca, Romania","autores":"Stankov, S., Glavinić, V., & Grubišić, A","ano":"2004","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Stankov, S., Glavinić, V., & Grubišić, A. (2004). What is our effect size: Evaluating the educational influence of a web-based intelligent authoring shell? Paper presented at IEEE International Conference on Intelligent Engineering Systems 2004 (INES, 2004), Cluj-Napoca, Romania"},{"titulo":"TEx-Sys model for building Intelligent Tutoring Systems","autores":"Stankov, S., Rosić, M., Žitko, B., & Grubišić, A","ano":"2008","link":"https://doi.org/10.1016/j.compedu.2007.10.002","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Stankov, S., Rosić, M., Žitko, B., & Grubišić, A. (2008). TEx-Sys model for building Intelligent Tutoring Systems. Computers & Education, 51, 1017–1036. doi:10.1016/j.compedu.2007.10.002 Steenbergen-Hu, S., & Cooper, H. (2013, September 9). A meta-analysis of the effectiveness of Intelligent Tutoring Systems on K–12 students’ mathematical learning. Journal of Educational Psychology. Advance online publication. doi:10.1037/a0032447"},{"titulo":"Kermit: A constraint-based tutor for database modeling","autores":"Suraweera, P., & Mitrovic, A","ano":"2002","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Suraweera, P., & Mitrovic, A. (2002). Kermit: A constraint-based tutor for database modeling. In S. A. Cerri, G. Gouarderes & F. Paraguacu (Eds.), Intelligent Tutoring Systems: 6th International Conference (pp. 377– 387). Berlin, Germany: Springer-Verlag"},{"titulo":"An Intelligent Tutoring System for entity relationship modelling","autores":"Suraweera, P., & Mitrovic, A","ano":"2004","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Suraweera, P., & Mitrovic, A. (2004). An Intelligent Tutoring System for entity relationship modelling. International Journal of Artificial Intelligence in Education (IJAIED), 14(3–4), 375–417"},{"titulo":"Evaluating the intelligent features of a web-based intelligent computer assisted language learning system","autores":"Tsiriga, V., & Virvou, M","ano":"2004","link":"https://doi.org/10.1142/S0218213004001600","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Tsiriga, V., & Virvou, M. (2004). Evaluating the intelligent features of a web-based intelligent computer assisted language learning system. International Journal on Artificial Intelligence Tools, 13, 411–425. doi: 10.1142/S0218213004001600"},{"titulo":"When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3–62","autores":"Carolyn, P","ano":"2007","link":"https://doi.org/10.1080/03640210709336984","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Carolyn, P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3–62. doi:10.1080/03640210709336984 VanLehn, K., Lynch, C., Schulze, K., Shapiro, J. A., Shelby, R., Taylor,"},{"titulo":"The Andes Physics Tutoring System: Lessons learned","autores":"L.,... Wintersgill, M","ano":"2005","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"L.,... Wintersgill, M. (2005). The Andes Physics Tutoring System: Lessons learned. International Journal of Artificial Intelligence in Education, 15, 1–47"},{"titulo":"The Andes Physics Tutoring System: An experiment in freedom","autores":"VanLehn, K., Van de Sande, B., Shelby, R., & Gershman, S","ano":"2010","link":"https://doi.org/10.1007/978-3-64214363-2_21","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"VanLehn, K., Van de Sande, B., Shelby, R., & Gershman, S. (2010). The Andes Physics Tutoring System: An experiment in freedom. Studies in Computational Intelligence, 308, 421–443. doi:10.1007/978-3-64214363-2_21"},{"titulo":"Promoting self-directed learning in simulation based discovery learning environments through intelligent support","autores":"Veermans, K. H., de Jong, T., & van Joolingen, W. 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The use of a cognitive tutoring system in the improvement of the abstract reasoning component of word problem solving. Computers in Human Behavior, 15, 243–254. doi: 10.1016/S0747-5632(99)00021-7"},{"titulo":"Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension","autores":"Wijekumar, K. K., Meyer, B. J. F., & Lei, P","ano":"2012","link":"https://doi.org/10.1007/s11423-012-9263-4","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Wijekumar, K. K., Meyer, B. J. F., & Lei, P. (2012). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Educational Technology Research and Development, 60, 987–1013. doi: 10.1007/s11423-012-9263-4"},{"titulo":"The virtual sand table: Intelligent tutoring for field artillery training (ARI Research Report No","autores":"Dees, J. J","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Dees, J. J. (2001). The virtual sand table: Intelligent tutoring for field artillery training (ARI Research Report No. 1768). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Woo, C. W., Evens, W. M. W., Freedman, R., Glass, M., Seop Shim, L.,"},{"titulo":"An Intelligent Tutoring System that generates a natural language dialogue using dynamic multi-level planning","autores":"Zhang, Y.,... Michael, J","ano":"2006","link":"https://doi.org/10.1016/j.artmed.2005.10.004","status_link":"doi_na_fonte","fonte_base":"Intelligent tutoring systems and learning outcomes: A meta-analysis — Ma, Adesope, Nesbit & Liu, 2014","ref_bruta":"Zhang, Y.,... Michael, J. (2006). An Intelligent Tutoring System that generates a natural language dialogue using dynamic multi-level planning. Artificial Intelligence in Medicine, 38, 25–46. doi:10.1016/j.artmed.2005.10.004"}]},{"id":"aprendizagem-social","nome":"Aprendizagem social","categoria_completa":"Aprendizagem social","cluster":"social","metric_pct":70,"metric_kind":"eficiência","desc":"Aprender perto de outros — explicando, debatendo, comparando — multiplica a profundidade do que entra.","numero_reportado":"164 estudos","numero_extraido":160,"numero_com_link":4,"fonte_base_principal":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","status":"parcial","observacao":"Appendix A da fonte-base foi extraído manualmente por web.open; DOIs não foram resolvidos título a título nesta continuação.","fontes_base":[{"fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","numero_reportado":"164 estudos","link_ou_doi":"https://www.researchgate.net/publication/220040324_Cooperative_learning_methods_A_meta-analysis","extraidos":"160"}],"estudos":[{"titulo":"Learning teams and low achievers","autores":"Allen, W., & VanSickle, R","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Allen, W., & VanSickle, R. (1984). Learning teams and low achievers. Social Education, 48, 60-64."},{"titulo":"When two wrongs make a right: Promoting cognitive change by social conflict","autores":"Ames, G., & Murray, F","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ames, G., & Murray, F. (1982). When two wrongs make a right: Promoting cognitive change by social conflict. Developmental Psychology, 18(6), 894-897."},{"titulo":"Effects of cooperative vs individualistic learning experiences on interpersonal attraction between learning-disabled and normal-progress elementary school students","autores":"Armstrong, B., Johnson, D. W., & Balow, B","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Armstrong, B., Johnson, D. W., & Balow, B. (1981). Effects of cooperative vs individualistic learning experiences on interpersonal attraction between learning-disabled and normal-progress elementary school students. Contemporary Educational Psychology, 6, 102-109."},{"titulo":"The effect of student team achievement divisions cooperative learning technique on upper secondary social studies students' academic achievement and attitude towards social studies class","autores":"Armstrong, D","ano":"1998","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Armstrong, D. (1998). The effect of student team achievement divisions cooperative learning technique on upper secondary social studies students' academic achievement and attitude towards social studies class. Dissertation Abstracts International, 59/02, 405-A."},{"titulo":"The comparative effects of the student-team method of instruction and the traditional teacher-centered method of instruction upon student achievement, attitude, and social interaction in high school mathematics course","autores":"Artzt, A","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Artzt, A. (1983). The comparative effects of the student-team method of instruction and the traditional teacher-centered method of instruction upon student achievement, attitude, and social interaction in high school mathematics course. Dissertation Abstracts International, 44(12), 3619-A."},{"titulo":"The effect of cooperative study groups on achievement of college-level computer science programming students","autores":"Baker, L. J","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Baker, L. J. (1995). The effect of cooperative study groups on achievement of college-level computer science programming students. Dissertation Abstracts International, 56(06), 2185."},{"titulo":"Comparative effectiveness of small group discussion and individualized written report as post laboratory task in high school physics learning","autores":"Bilbao, P. P., & Dominguez, E. D","ano":"1997","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Bilbao, P. P., & Dominguez, E. D. (1997). Comparative effectiveness of small group discussion and individualized written report as post laboratory task in high school physics learning. Proceedings: 1997 International Conference on Cooperative Learning and Constructivism, 3-1-3-13."},{"titulo":"The effects of cooperative versus competitive classroom organization for mastery learning on the mathematical achievement and self esteem of urban second-grade pupils","autores":"Bonaparte, E. C","ano":"1990","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Bonaparte, E. C. (1990). The effects of cooperative versus competitive classroom organization for mastery learning on the mathematical achievement and self esteem of urban second-grade pupils. Dissertation Abstracts International, 50/07, 1911-A."},{"titulo":"The efficacy of peer modeling and social conflict in the acquisition of conservation","autores":"Botvin, G. J., & Murray, F. B","ano":"1975","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Botvin, G. J., & Murray, F. B. (1975). The efficacy of peer modeling and social conflict in the acquisition of conservation. Child Development, 46, 796-799."},{"titulo":"Effects of team-assisted individualization on the attitudes and achievement of third, fourth, and fifth grade students of mathematics","autores":"Bryant, R. R","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Bryant, R. R. (1982). Effects of team-assisted individualization on the attitudes and achievement of third, fourth, and fifth grade students of mathematics. Dissertation Abstracts International, 43/01, 70-A."},{"titulo":"A comparative study of achievement in college-level written business communication using lecture and cooperative learning teaching methods","autores":"Carroll, E. J. R","ano":"1990","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Carroll, E. J. R. (1990). A comparative study of achievement in college-level written business communication using lecture and cooperative learning teaching methods. Dissertation Abstracts International, 50/12, 3832A."},{"titulo":"Effects of interdependent group contingencies on the achievement of elementary school children","autores":"Cavanagh, B. R","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Cavanagh, B. R. (1985). Effects of interdependent group contingencies on the achievement of elementary school children. Dissertation Abstracts International, 46/06, 1558-A."},{"titulo":"The role of cooperative learning in increasing problem-solving ability in a college remedial course","autores":"Dees, R","ano":"1991","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Dees, R. (1991). The role of cooperative learning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22(5), 409-421."},{"titulo":"Team competition effects on classroom group process","autores":"DeVries, D., Edwards, K., & Wells, E","ano":"1974a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"DeVries, D., Edwards, K., & Wells, E. (1974a). Team competition effects on classroom group process. Tech. Rep. No. 174. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Small group versus individualized instruction: A field test of their relative effectiveness","autores":"DeVries, D. L., Lucasse, P. R., & Shackman, S. L","ano":"1980","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"DeVries, D. L., Lucasse, P. R., & Shackman, S. L. (1980). Small group versus individualized instruction: A field test of their relative effectiveness. Tech. Report No. 293. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Teams-games-tournament: An effective task and reward structure in the elementary grades","autores":"DeVries, D. L., & Mescon, I. T","ano":"1975","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"DeVries, D. L., & Mescon, I. T. (1975). Teams-games-tournament: An effective task and reward structure in the elementary grades. Tech. Rep. No. 189. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Teams-Games-Tournament in the elementary classroom: A replication","autores":"DeVries, D. L., Mescon, I. T., & Shackman, S. L","ano":"1975","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"DeVries, D. L., Mescon, I. T., & Shackman, S. L. (1975). Teams-Games-Tournament in the elementary classroom: A replication. Tech. Rep. No. 190. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Student teams can improve basic skills: TGT applied to reading","autores":"DeVries, D. L., Mescon, I. T., & Shackman, S. L","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"DeVries, D. L., Mescon, I. T., & Shackman, S. L. (1976). Student teams can improve basic skills: TGT applied to reading. Paper presented at the American Psychological Association Convention, Washington, DC."},{"titulo":"Individual and collective conflicts of centrations in cognitive development","autores":"Doise, W., & Mugny, G","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Doise, W., & Mugny, G. (1979). Individual and collective conflicts of centrations in cognitive development. European Journal of Psychology, 9, 105-108."},{"titulo":"Conflict resolution training and middle school students' integrative negotiation behavior","autores":"Dudley, B. S., Johnson, D. W., & Johnson, R. T","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Dudley, B. S., Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution training and middle school students' integrative negotiation behavior. Journal of Applied Social Psychology, 26(22), 2038-2052."},{"titulo":"Learning games and student teams: their effects on student attitudes and achievement","autores":"Edwards, K. J., & DeVries, D. L","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Edwards, K. J., & DeVries, D. L. (1972). Learning games and student teams: their effects on student attitudes and achievement. Tech. Report No. 147. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Games and teams: A winning combination","autores":"Edwards, K. J., DeVries, D. L., & Snyder, J. P","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Edwards, K. J., DeVries, D. L., & Snyder, J. P. (1972). Games and teams: A winning combination. Simulation and Games, 3(3), 247-269."},{"titulo":"The effectiveness of cooperative learning versus individualized instruction in a college level remedial mathematics course, with relation to attitudes toward mathematics and Myers-Briggs personality type","autores":"Emley, W. P","ano":"1987","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Emley, W. P. (1987). The effectiveness of cooperative learning versus individualized instruction in a college level remedial mathematics course, with relation to attitudes toward mathematics and Myers-Briggs personality type. Dissertation Abstracts International, 48/01, 70A."},{"titulo":"The effects of perspective-taking and egocentrism on problem solving in heterogeneous and homogeneous groups","autores":"Falk, D. R., & Johnson, D. W","ano":"1977","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Falk, D. R., & Johnson, D. W. (1977). The effects of perspective-taking and egocentrism on problem solving in heterogeneous and homogeneous groups. The Journal of Social Psychology, 102, 63-72."},{"titulo":"A comparison between an individual and group goal structure contingency that differed in the behavioral contingency and performance-outcome components","autores":"Frank, M. J","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Frank, M. J. (1984). A comparison between an individual and group goal structure contingency that differed in the behavioral contingency and performance-outcome components. Dissertation Abstracts International, 45/05, 1341-A."},{"titulo":"Cooperative learning, group-to-individual transfer, process gain, and the acquisition of cognitive reasoning strategies","autores":"Gabbert, B., Johnson, D. W., & Johnson, R. T","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Gabbert, B., Johnson, D. W., & Johnson, R. T. (1986). Cooperative learning, group-to-individual transfer, process gain, and the acquisition of cognitive reasoning strategies. Journal of Psychology, 120(3), 265-278."},{"titulo":"Affective contributions of cooperative and group goal structures","autores":"Garibaldi, A. M","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Garibaldi, A. M. (1979). Affective contributions of cooperative and group goal structures. Journal of Educational Psychology, 71(6), 788-794."},{"titulo":"Cooperative learning and statistics instruction","autores":"Giraud, G","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Giraud, G. (1996). Cooperative learning and statistics instruction. Unpublished manuscript, University of Nebraska at Lincoln."},{"titulo":"Group dynamics training and improved decision making","autores":"Hall, J., & Williams, M. S","ano":"1970","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Hall, J., & Williams, M. S. (1970). Group dynamics training and improved decision making. Journal of Applied Behavioral Science, 6(1), 39-68."},{"titulo":"The effects of the cooperative learning strategy Jigsaw II on academic achievement and cross-race relationships in a secondary social studies classroom","autores":"Holliday, D. C","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Holliday, D. C. (1995). The effects of the cooperative learning strategy Jigsaw II on academic achievement and cross-race relationships in a secondary social studies classroom. Dissertation Abstracts International, 57(01), 0087-A."},{"titulo":"Impact of cooperative learning on naval air traffic controller training","autores":"Holubec, E., Johnson, D. W., & Johnson, R","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Holubec, E., Johnson, D. W., & Johnson, R. (1993). Impact of cooperative learning on naval air traffic controller training. Journal of Social Psychology, 133, 337-346."},{"titulo":"Uncertainty orientation and cooperative learning: Individual differences within and across cultures","autores":"Huber, G. L., Sorrentino, R. M., Davidson, M. A., Epplier, R., et al","ano":"1992","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Huber, G. L., Sorrentino, R. M., Davidson, M. A., Epplier, R., et al. (1992). Uncertainty orientation and cooperative learning: Individual differences within and across cultures. Learning and Individual Differences, 4(1), 1-24."},{"titulo":"Team competition and group practice effects on student achievement and attitudes","autores":"Hulten, B. H., & DeVries, D. L","ano":"1976","link":"https://eric.ed.gov/?id=ED154021","status_link":"eric_id_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Hulten, B. H., & DeVries, D. L. (1976). Team competition and group practice effects on student achievement and attitudes. Tech. Rep. No. 212. ERIC Document Reproduction Service No. ED 154 021."},{"titulo":"Effects of cooperative, competitive and individualistic learning on students' achievement in science class","autores":"Humphreys, B., Johnson, R. T., & Johnson, D. W","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Humphreys, B., Johnson, R. T., & Johnson, D. W. (1982). Effects of cooperative, competitive and individualistic learning on students' achievement in science class. Journal of Research in Science Teaching, 19(5), 351-356."},{"titulo":"Effects of cooperative and individualistic on prospective elementary teachers' music achievements and attitudes","autores":"Hwong, N., Caswell, A., Johnson, D. W., & Johnson, R. T","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Hwong, N., Caswell, A., Johnson, D. W., & Johnson, R. T. (1993). Effects of cooperative and individualistic on prospective elementary teachers' music achievements and attitudes. Journal of Social Psychology, 133(1), 53-64."},{"titulo":"Development of a school building model for educating students with handicaps and at-risk students with handicaps in general education classrooms","autores":"Jenkins, J. R., Jewell, M., Leicester, N., Jenkins, L., & Troutner, N. M","ano":"1991","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Jenkins, J. R., Jewell, M., Leicester, N., Jenkins, L., & Troutner, N. M. (1991). Development of a school building model for educating students with handicaps and at-risk students with handicaps in general education classrooms. Journal of Learning Disabilities, 24(5), 311-320."},{"titulo":"Accommodations for individual differences without classroom ability groups: An experiment in school restructuring","autores":"Jenkins, J. R., Jewell, M., Leicester, N., O'Connor, R. E., Jenkins, L. M., & Troutner, N. M","ano":"1994","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Jenkins, J. R., Jewell, M., Leicester, N., O'Connor, R. E., Jenkins, L. M., & Troutner, N. M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60(4), 344-358."},{"titulo":"The integration of the handicapped into the regular classroom: Effects of cooperative and individualistic instruction","autores":"Johnson, D. W., & Johnson, R. T","ano":"1981a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., & Johnson, R. T. (1981a). The integration of the handicapped into the regular classroom: Effects of cooperative and individualistic instruction. Contemporary Educational Psychology, 6, 344-353."},{"titulo":"Effects of cooperative and individualistic learning experiences on inter-ethnic interaction","autores":"Johnson, D. W., & Johnson, R. 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Journal of Social Psychology, 118, 257-268."},{"titulo":"Building acceptance of differences between handicapped and nonhandicapped students: The effects of cooperative and individualistic instruction","autores":"Johnson, D. W., & Johnson, R. T","ano":"1984b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., & Johnson, R. T. (1984b). Building acceptance of differences between handicapped and nonhandicapped students: The effects of cooperative and individualistic instruction. Journal of Social Psychology, 122, 257-267."},{"titulo":"Classroom conflict: controversy versus debate in learning groups","autores":"Johnson, D. W., & Johnson, R. T","ano":"1985a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., & Johnson, R. T. (1985a). Classroom conflict: controversy versus debate in learning groups. American Educational Research Journal, 22(2), 237-256."},{"titulo":"Mainstreaming hearing-impaired students: the effect of effort in communicating on cooperation and interpersonal attraction","autores":"Johnson, D. W., & Johnson, R. T","ano":"1985b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., & Johnson, R. T. (1985b). Mainstreaming hearing-impaired students: the effect of effort in communicating on cooperation and interpersonal attraction. Journal of Psychology, 119(1), 31-44."},{"titulo":"Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement","autores":"Johnson, D. W., Johnson, R. 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Journal of Social Psychology, 134(6), 803-817."},{"titulo":"Training elementary school students to manage conflict","autores":"Johnson, D. W., Johnson, R. T., Dudley, B., & Magnuson, D","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Dudley, B., & Magnuson, D. (1995). Training elementary school students to manage conflict. Journal of Social Psychology, 135(6), 673-686."},{"titulo":"The impact of conflict resolution training on middle school students","autores":"Johnson, D. W., Johnson, R. T., Dudley, B., Mitchell, J., & Fredrickson, J","ano":"1997","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Dudley, B., Mitchell, J., & Fredrickson, J. (1997). The impact of conflict resolution training on middle school students. Journal of Social Psychology, 137(1), 11-21."},{"titulo":"Oral interaction in cooperative learning groups: speaking, listening, and the nature of statements made by high-, medium-, and low-achieving students","autores":"Johnson, D. W., Johnson, R. T., Roy, P., & Zaidman, B","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Roy, P., & Zaidman, B. (1985). Oral interaction in cooperative learning groups: speaking, listening, and the nature of statements made by high-, medium-, and low-achieving students. Journal of Psychology, 119(4), 303-321."},{"titulo":"The effects of cooperative and individualized instruction on student attitudes and achievement","autores":"Johnson, D. W., Johnson, R. 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Contemporary Educational Psychology, 4, 99-106."},{"titulo":"Impact of goal and resource interdependence on problem-solving success on a computer assisted task","autores":"Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A","ano":"1989","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1989). Impact of goal and resource interdependence on problem-solving success on a computer assisted task. Journal of Social Psychology, 129(5), 621-629."},{"titulo":"Impact of cooperative and individualistic learning on high-ability students' achievement, self esteem, and social acceptance","autores":"Johnson, D. W., Johnson, R. T., & Taylor, B","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., & Taylor, B. (1993). Impact of cooperative and individualistic learning on high-ability students' achievement, self esteem, and social acceptance. Journal of Social Psychology, 133(6), 839-844."},{"titulo":"Structuring academic conflicts between majority and minority students: Hindrance or help to integration","autores":"Johnson, D. W., Johnson, R. T., & Tiffany, M","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., & Tiffany, M. (1984). Structuring academic conflicts between majority and minority students: Hindrance or help to integration. Contemporary Educational Psychology, 9, 61-73."},{"titulo":"Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation","autores":"Johnson, D. W., Johnson, R. T., Tiffany, M., & Zaidman, B","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Tiffany, M., & Zaidman, B. (1983). Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation. Contemporary Educational Psychology, 8, 189-200."},{"titulo":"Effects of cooperative, competitive, and individualistic conditions on children's problem-solving performance","autores":"Johnson, D. W., Skon, L., & Johnson, R","ano":"1980","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Skon, L., & Johnson, R. (1980). Effects of cooperative, competitive, and individualistic conditions on children's problem-solving performance. American Educational Research Journal, 17(1), 83-93."},{"titulo":"The effects of cooperative, competitive and individualistic student interaction patterns on the achievement and attitudes of the golf skill of putting","autores":"Johnson, R. T., Bjorkland, R., & Krotee, M. L","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Bjorkland, R., & Krotee, M. L. (1984). The effects of cooperative, competitive and individualistic student interaction patterns on the achievement and attitudes of the golf skill of putting. Research Quarterly, 55(2), 129-134."},{"titulo":"The effects of controversy, concurrence seeking, and individualistic learning on achievement and attitude change","autores":"Johnson, R. T., Brooker, C., Stutzman, J., Hultman, D., & Johnson, D. W","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Brooker, C., Stutzman, J., Hultman, D., & Johnson, D. W. (1985). The effects of controversy, concurrence seeking, and individualistic learning on achievement and attitude change. Journal of Research in Science Teaching, 22(3), 197-205."},{"titulo":"Type of task, and student achievement and attitudes in interpersonal cooperation, competition, and individualization","autores":"Johnson, R. T., & Johnson, D. W","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., & Johnson, D. W. (1979). Type of task, and student achievement and attitudes in interpersonal cooperation, competition, and individualization. Journal of Social Psychology, 108, 37-48."},{"titulo":"Building friendships between handicapped and non-handicapped students: Effects of cooperative and individualistic instruction","autores":"Johnson, R. T., & Johnson, D. W","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., & Johnson, D. W. (1981). Building friendships between handicapped and non-handicapped students: Effects of cooperative and individualistic instruction. American Educational Research Journal, 18(4), 415-423."},{"titulo":"Integrating severely adaptively handicapped seventh-grade students into constructive relationships with nonhandicapped peers in science class","autores":"Johnson, R. T., Johnson, D. W., DeWeerdt, N., Lyons, V., & Zaidman, B","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Johnson, D. W., DeWeerdt, N., Lyons, V., & Zaidman, B. (1983). Integrating severely adaptively handicapped seventh-grade students into constructive relationships with nonhandicapped peers in science class. American Journal of Mental Deficiency, 87(6), 611-618."},{"titulo":"Controversy versus concurrence seeking in multi-grade and single-grade learning groups","autores":"Johnson, D. W., Johnson, R. T., Pierson, W. T., & Lyons, V","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, D. W., Johnson, R. T., Pierson, W. T., & Lyons, V. (1985). Controversy versus concurrence seeking in multi-grade and single-grade learning groups. Journal of Research in Science Teaching, 22(9), 835-848."},{"titulo":"Effects of single-sex and mixed-sex cooperative interaction on science achievement and attitudes and cross-handicap and cross-sex relationships","autores":"Johnson, R. T., Johnson, D. W., Scott, L. E., & Ramolae, B. A","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Johnson, D. W., Scott, L. E., & Ramolae, B. A. (1985). Effects of single-sex and mixed-sex cooperative interaction on science achievement and attitudes and cross-handicap and cross-sex relationships. Journal of Research in Science Teaching, 22(3), 207-220."},{"titulo":"Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction","autores":"Johnson, R. T., Johnson, D. W., & Stanne, M. B","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77(6), 668-677."},{"titulo":"Comparison of computer-assisted cooperative, competitive, and individualistic learning","autores":"Johnson, R. T., Johnson, D. W., & Stanne, M. B","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1986). Comparison of computer-assisted cooperative, competitive, and individualistic learning. American Educational Research Journal, 23(3), 382-392."},{"titulo":"The effects of cooperative, competitive, and individualistic goal structures on students' attitudes and achievement","autores":"Johnson, R. T., Johnson, D. W., & Tauer, M","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Johnson, R. T., Johnson, D. W., & Tauer, M. (1979). The effects of cooperative, competitive, and individualistic goal structures on students' attitudes and achievement. Journal of Psychology, 102, 191-198."},{"titulo":"The effects of cooperative learning on student achievement in a fourth grade classroom","autores":"Kambiss, P. A","ano":"1990","link":"https://eric.ed.gov/?id=ED318563","status_link":"eric_id_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Kambiss, P. A. (1990). The effects of cooperative learning on student achievement in a fourth grade classroom. ERIC Document Reproduction Service No. ED 318 563."},{"titulo":"An assessment of cooperative learning used for basic computer skills instruction in the college classroom","autores":"Keeler, C. M., & Anson, R","ano":"1995","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Keeler, C. M., & Anson, R. (1995). An assessment of cooperative learning used for basic computer skills instruction in the college classroom. Journal of Educational Computing Research, 12(4), 379-393."},{"titulo":"A study of the effects of a cooperative learning program on the achievement of ninth grade multi-cultural general biology classes","autores":"Kinney, J. H","ano":"1989","link":"https://eric.ed.gov/?id=ED309096","status_link":"eric_id_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Kinney, J. H. (1989). A study of the effects of a cooperative learning program on the achievement of ninth grade multi-cultural general biology classes. ERIC Document Reproduction Service No. ED 309 096."},{"titulo":"The effects of cooperative learning in the traditional classroom on student achievement and attitude","autores":"Kosters, A. E","ano":"1990","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Kosters, A. E. (1990). The effects of cooperative learning in the traditional classroom on student achievement and attitude. Dissertation Abstracts International, 51/07, 2255-A."},{"titulo":"The effects of a cooperative learning technique, Teams-games-tournaments, on the academic achievement and attitude toward economics of college students enrolled in a principles of microeconomics course","autores":"Lang, N. A","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lang, N. A. (1983). The effects of a cooperative learning technique, Teams-games-tournaments, on the academic achievement and attitude toward economics of college students enrolled in a principles of microeconomics course. Dissertation Abstracts International, 44(05), 1517-A."},{"titulo":"Academic achievements, learning environment, self esteem, and inquiry skills of high school students in biology taught in cooperative-investigative small groups","autores":"Lazarowitz, R., Baird, H., Bowlden, B., & Hertz-Lazarowitz, R","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lazarowitz, R., Baird, H., Bowlden, B., & Hertz-Lazarowitz, R. (1983). Academic achievements, learning environment, self esteem, and inquiry skills of high school students in biology taught in cooperative-investigative small groups. Paper presented at the National Association of Research in Science Teaching Annual Meeting."},{"titulo":"Academic achievement and on-task behavior of high school biology students instructed in a cooperative small investigative group","autores":"Lazarowitz, R., Hertz, R. L., Baird, J. H., & Bowlden, V","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lazarowitz, R., Hertz, R. L., Baird, J. H., & Bowlden, V. (1988). Academic achievement and on-task behavior of high school biology students instructed in a cooperative small investigative group. Science Education, 72(4), 475-487."},{"titulo":"Positive interdependence, academic and collaborative skills, group contingencies, and isolated students","autores":"Lew, M., Mesch, D., Johnson, D. W., & Johnson, R","ano":"1986a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. (1986a). Positive interdependence, academic and collaborative skills, group contingencies, and isolated students. American Educational Research Journal, 23(3), 476-488."},{"titulo":"Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and mainstreaming","autores":"Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. T","ano":"1986b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. T. (1986b). Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and mainstreaming. Contemporary Educational Psychology, 11, 229-239."},{"titulo":"Effects of controversy on epistemic curiosity, achievement and attitudes","autores":"Lowry, N., & Johnson, D. W","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lowry, N., & Johnson, D. W. (1981). Effects of controversy on epistemic curiosity, achievement and attitudes. Journal of Social Psychology, 115, 31-43."},{"titulo":"Performance in the interdependent classroom: A field study","autores":"Lucker, G. W., Rosenfield, D., Sikes, J., & Aronson, E","ano":"1976","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lucker, G. W., Rosenfield, D., Sikes, J., & Aronson, E. (1976). Performance in the interdependent classroom: A field study. American Educational Research Journal, 13(2), 115-123."},{"titulo":"Cooperative learning in interdisciplinary education for the allied health professions","autores":"Lynch, B","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Lynch, B. (1984). Cooperative learning in interdisciplinary education for the allied health professions. Journal of Allied Health, 13(2), 83-93."},{"titulo":"Effects of cooperative learning on the social acceptance of mainstreamed academically handicapped students","autores":"Madden, N. A., & Slavin, R. E","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Madden, N. A., & Slavin, R. E. (1983). Effects of cooperative learning on the social acceptance of mainstreamed academically handicapped students. Journal of Special Education, 17(2), 171-182."},{"titulo":"Moral judgment as a function of peer group interaction","autores":"Maitland, K. A., & Goldman, J. R","ano":"1974","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Maitland, K. A., & Goldman, J. R. (1974). Moral judgment as a function of peer group interaction. Journal of Personality and Social Psychology, 30(5), 699-704."},{"titulo":"Cooperative and individualistic experiences among disabled and normal children","autores":"Martino, L., & Johnson, D. W","ano":"1979","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Martino, L., & Johnson, D. W. (1979). Cooperative and individualistic experiences among disabled and normal children. Journal of Social Psychology, 107, 177-183."},{"titulo":"Cooperative learning in computer programming at the college level","autores":"Mehta, J. I","ano":"1993","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Mehta, J. I. (1993). Cooperative learning in computer programming at the college level. Dissertation Abstracts International A-54(04)."},{"titulo":"Grades as rewards: Distributive justice in four high schools","autores":"Mei, D","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Mei, D. (1982). Grades as rewards: Distributive justice in four high schools. Dissertation Abstracts International, 42/09, 3875B."},{"titulo":"Cooperative learning in science: A comparative study in Saudi Arabia","autores":"Merebah, S. A","ano":"1987","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Merebah, S. A. (1987). Cooperative learning in science: A comparative study in Saudi Arabia. Dissertation Abstracts International, 48/04, 892A."},{"titulo":"Impact of positive interdependence and academic group contingencies on achievement","autores":"Mesch, D., Johnson, D. W., & Johnson, R. T","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Mesch, D., Johnson, D. W., & Johnson, R. T. (1988). Impact of positive interdependence and academic group contingencies on achievement. Journal of Social Psychology, 128(3), 345-352."},{"titulo":"Isolated teenagers, cooperative learning and the training of social skills","autores":"Mesch, D., Lew, M., Johnson, D. W., & Johnson, R","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Mesch, D., Lew, M., Johnson, D. W., & Johnson, R. (1986). Isolated teenagers, cooperative learning and the training of social skills. Journal of Psychology, 120(4), 323-334."},{"titulo":"Are all types of cooperation equal? Impact of academic controversy versus concurrence-seeking on AIDS, alcohol and tobacco education","autores":"Mitchell, J. M., Johnson, D. W., & Johnson, R. T","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Mitchell, J. M., Johnson, D. W., & Johnson, R. T. (2000). Are all types of cooperation equal? Impact of academic controversy versus concurrence-seeking on AIDS, alcohol and tobacco education. Unpublished manuscript."},{"titulo":"Cooperative learning: teacher use, classroom life, social integration, and student achievement","autores":"Morgan, B","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Morgan, B. (1988). Cooperative learning: teacher use, classroom life, social integration, and student achievement. Dissertation Abstracts International, 48/02, 3043-A."},{"titulo":"Evaluation of a cooperative learning strategy","autores":"Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E. (1983). Evaluation of a cooperative learning strategy. American Educational Research Journal, 20(4), 687-696."},{"titulo":"Evaluation of jigsaw, a cooperative learning technique","autores":"Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A., & Schaps, E","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"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."},{"titulo":"Acquisition of conservation through social interaction","autores":"Murray, F. B","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Murray, F. B. (1972). Acquisition of conservation through social interaction. Developmental Psychology, 6(1), 1-6."},{"titulo":"Promoting academic achievement and social behaviors of children in kindergarten classes: The effects of cooperative learning","autores":"Nowak, T. A","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Nowak, T. A. (1996). Promoting academic achievement and social behaviors of children in kindergarten classes: The effects of cooperative learning. Dissertation Abstracts International, 57(05), 1964-A."},{"titulo":"Cooperative and competitive interaction techniques in strengthening students' performance in science classes","autores":"Okebukola, P. A","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Okebukola, P. A. (1985). Cooperative and competitive interaction techniques in strengthening students' performance in science classes. Science Education, 69(4), 501-509."},{"titulo":"The effect of positive goal and resource interdependence on individual performance","autores":"Ortiz, A., Johnson, D. W., & Johnson, R. T","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ortiz, A., Johnson, D. W., & Johnson, R. T. (1996). The effect of positive goal and resource interdependence on individual performance. Journal of Social Psychology, 136(2), 243-249."},{"titulo":"Comparison of the effectiveness of collaborative learning methods and traditional methods in physics classes at Northern Maine Technical College","autores":"Overlock, T. H","ano":"1994","link":"https://eric.ed.gov/?id=ED367394","status_link":"eric_id_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Overlock, T. H. (1994). Comparison of the effectiveness of collaborative learning methods and traditional methods in physics classes at Northern Maine Technical College. ERIC Document Reproduction Service No. ED 367 394."},{"titulo":"The effects of cooperative learning on the spelling achievement of intermediate elementary students","autores":"Peck, G. L","ano":"1991","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Peck, G. L. (1991). The effects of cooperative learning on the spelling achievement of intermediate elementary students. Dissertation Abstracts International, 52/06, 2022-A."},{"titulo":"Cooperative learning: Its effects on academic achievement in suburban junior high industrial arts classes","autores":"Perreault, R. J","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Perreault, R. J. (1984). Cooperative learning: Its effects on academic achievement in suburban junior high industrial arts classes. Journal of Epsilon-Pi-Tau, 10(1), 44-49."},{"titulo":"The effects of cooperative learning on perceived status of male and female pupils","autores":"Petersen, R. P., Johnson, D. W., & Johnson, R. T","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Petersen, R. P., Johnson, D. W., & Johnson, R. T. (1985). The effects of cooperative learning on perceived status of male and female pupils. Journal of Social Psychology, 131(5), 717-735."},{"titulo":"The effect of cooperative learning on academic achievement in introductory college biology","autores":"Randolph, W. M","ano":"1992","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Randolph, W. M. (1992). The effect of cooperative learning on academic achievement in introductory college biology. Dissertation Abstracts International, A-53(08)."},{"titulo":"The use of cooperative learning in Jewish schools","autores":"Ravid, R., & Shapiro, S","ano":"1992","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ravid, R., & Shapiro, S. (1992). The use of cooperative learning in Jewish schools. Journal of Research and Development in Education, 25(2), 96-102."},{"titulo":"Integrated goal structuring in the elementary school: Cognitive growth in mathematics","autores":"Robertson, L","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Robertson, L. (1983). Integrated goal structuring in the elementary school: Cognitive growth in mathematics. Dissertation Abstracts International, 43/08, 2549-A."},{"titulo":"The experimental use of cooperative learning in a biochemistry class for first-year medical students","autores":"Roon, R. J., Van Pilsum, J. F., Harris, I., Rosenberg, P., Johnson, R., Liaw, C., & Rosenthal, L","ano":"1983","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Roon, R. J., Van Pilsum, J. F., Harris, I., Rosenberg, P., Johnson, R., Liaw, C., & Rosenthal, L. (1983). The experimental use of cooperative learning in a biochemistry class for first-year medical students. Biochemical Education, 11(1), 12-16."},{"titulo":"Improving social-environmental studies problem solving through cooperative learning","autores":"Ross, J. A","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ross, J. A. (1988). Improving social-environmental studies problem solving through cooperative learning. American Educational Research Journal, 25(4), 573-591."},{"titulo":"Effects of cooperative and individual goal structures on students achievement and attitudes toward science","autores":"Ross, S. T","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ross, S. T. (1985). Effects of cooperative and individual goal structures on students achievement and attitudes toward science. Unpublished master's thesis, University of Minnesota, Minneapolis."},{"titulo":"The effects of cooperative learning team vs","autores":"Scott, T. J","ano":"1990","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Scott, T. J. (1990). The effects of cooperative learning team vs. traditional classroom/resource room instruction on handicapped student self esteem and academic achievement. Dissertation Abstracts International, 50/10, 3145-A."},{"titulo":"The effects of computer-assisted cooperative learning on the science achievement and attitudes of American Indian students","autores":"Sengendo, A. B","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sengendo, A. B. (1988). The effects of computer-assisted cooperative learning on the science achievement and attitudes of American Indian students. Dissertation Abstracts International, 49/09, 1435-A."},{"titulo":"Cooperative learning effects on ethnic relations and achievement in Israeli junior high school classrooms","autores":"Sharan, S., Kussell, P., Hertz-Lazarowitz, R., Bejarano, Y., Raviv, S., & Sharan, Y","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sharan, S., Kussell, P., Hertz-Lazarowitz, R., Bejarano, Y., Raviv, S., & Sharan, Y. (1985). Cooperative learning effects on ethnic relations and achievement in Israeli junior high school classrooms. In Learning to Cooperate, Cooperating to Learn, 313-344."},{"titulo":"Cooperative learning in the classroom: Research in desegregated schools","autores":"Sharan, S., Kussell, P., Hertz-Lazarowitz, R., Bejarano, Y., Shulamit, R., & Sharan, Y","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sharan, S., Kussell, P., Hertz-Lazarowitz, R., Bejarano, Y., Shulamit, R., & Sharan, Y. (1984). Cooperative learning in the classroom: Research in desegregated schools. Hillsdale, NJ: Lawrence Erlbaum Associates."},{"titulo":"Cooperative learning effects on students' academic achievement and verbal behavior in multi-ethnic junior high school classrooms in Israel","autores":"Sharan, S., & Shachar, C","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sharan, S., & Shachar, C. (1986). Cooperative learning effects on students' academic achievement and verbal behavior in multi-ethnic junior high school classrooms in Israel. Final Report Submitted to the Israel Trustees Foundation and to the Ford Foundation Trust."},{"titulo":"Cooperative vs competitive educational psychology classrooms: A comparative study","autores":"Sherman, L. W","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sherman, L. W. (1986). Cooperative vs competitive educational psychology classrooms: A comparative study. Teaching & Teacher Education, 2(3), 283-295."},{"titulo":"A comparative study of cooperative and competitive achievement in two secondary biology classrooms: The group investigation model versus an individually competitive goal structure","autores":"Sherman, L. W","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sherman, L. W. (1988). A comparative study of cooperative and competitive achievement in two secondary biology classrooms: The group investigation model versus an individually competitive goal structure. Journal of Research in Science Teaching, 26(1), 55-64."},{"titulo":"Cooperative learning in ninth grade remedial mathematics classes","autores":"Sherman, L. W., & Sosby, S","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sherman, L. W., & Sosby, S. (1986). Cooperative learning in ninth grade remedial mathematics classes. Symposium conducted at the National Meeting of the School Science and Mathematics Association."},{"titulo":"Mathematics achievement in cooperative versus individualistic goal-structured high school classrooms","autores":"Sherman, L. W., & Thomas, M","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Sherman, L. W., & Thomas, M. (1986). Mathematics achievement in cooperative versus individualistic goal-structured high school classrooms. Journal of Educational Research, 79(3), 169-172."},{"titulo":"Modifying cognitive functioning through participation in a problem-solving group","autores":"Silverman, I. W., & Stone, J. M","ano":"1972","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Silverman, I. W., & Stone, J. M. (1972). Modifying cognitive functioning through participation in a problem-solving group. Journal of Educational Psychology, 63(6), 603-608."},{"titulo":"Cooperative peer interaction versus individual competition and individualistic efforts: Effects on the acquisition of cognitive reasoning strategies","autores":"Skon, L., Johnson, D. W., & Johnson, R. T","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Skon, L., Johnson, D. W., & Johnson, R. T. (1981). Cooperative peer interaction versus individual competition and individualistic efforts: Effects on the acquisition of cognitive reasoning strategies. Journal of Educational Psychology, 73(1), 83-92."},{"titulo":"Student learning teams and scores adjusted for past achievement: A summary of field experiments","autores":"Slavin, R. E","ano":"1977c","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E. (1977c). Student learning teams and scores adjusted for past achievement: A summary of field experiments. Tech. Rep. No. 227. Baltimore: Johns Hopkins University, Center for Social Organization of Schools."},{"titulo":"Student teams and comparison among equals: Effects on academic performance and student attitudes","autores":"Slavin, R. E","ano":"1978a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E. (1978a). Student teams and comparison among equals: Effects on academic performance and student attitudes. Journal of Educational Psychology, 70(4), 532-538."},{"titulo":"Effects of student teams and peer tutoring on academic achievement and time on-task","autores":"Slavin, R. E","ano":"1978b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E. (1978b). Effects of student teams and peer tutoring on academic achievement and time on-task. Journal of Experimental Education, 48(4), 252-257."},{"titulo":"Cognitive and affective outcomes of an intensive student team learning experience","autores":"Slavin, R. E., & Karweit, N. A","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., & Karweit, N. A. (1981). Cognitive and affective outcomes of an intensive student team learning experience. Journal of Experimental Education, 50, 29-35."},{"titulo":"Mastery learning and student teams: A factorial experiment in urban general mathematics classes","autores":"Slavin, R. E., & Karweit, N. L","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., & Karweit, N. L. (1984). Mastery learning and student teams: A factorial experiment in urban general mathematics classes. American Educational Research Journal, 21(4), 725-736."},{"titulo":"Effects of whole class, ability grouped, and individualized instruction on mathematics achievement","autores":"Slavin, R. E., & Karweit, N. A","ano":"1985","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., & Karweit, N. A. (1985). Effects of whole class, ability grouped, and individualized instruction on mathematics achievement. American Educational Research Journal, 22(3), 351-367."},{"titulo":"Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes, and behaviors","autores":"Slavin, R. E., Leavey, M. B., & Madden, N. A","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., Leavey, M. B., & Madden, N. A. (1984). Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes, and behaviors. Elementary School Journal, 84(4), 409-422."},{"titulo":"Effects of cooperative learning and individualized instructions on mainstreamed students","autores":"Slavin, R. E., Madden, N. A., & Leavey, M","ano":"1984a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., Madden, N. A., & Leavey, M. (1984a). Effects of cooperative learning and individualized instructions on mainstreamed students. Exceptional Children, 50(5), 434-443."},{"titulo":"Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students","autores":"Slavin, R. E., Madden, N. A., & Leavey, M","ano":"1984b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., Madden, N. A., & Leavey, M. (1984b). Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76(5), 813-819."},{"titulo":"Effects of cooperative learning teams on student achievement and race relations: Treatment by race interactions","autores":"Slavin, R. E., & Oickle, E","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Slavin, R. E., & Oickle, E. (1981). Effects of cooperative learning teams on student achievement and race relations: Treatment by race interactions. Sociology of Education, 54, 174-180."},{"titulo":"Can conflict be constructive? Controversy versus concurrence seeking in learning groups","autores":"Smith, K., Johnson, D. W., & Johnson, R. T","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, K., Johnson, D. W., & Johnson, R. T. (1981). Can conflict be constructive? Controversy versus concurrence seeking in learning groups. Journal of Educational Psychology, 73(5), 651-663."},{"titulo":"Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students","autores":"Smith, K., Johnson, D. W., & Johnson, R","ano":"1982","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, K., Johnson, D. W., & Johnson, R. (1982). Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students. Journal of Social Psychology, 116, 277-283."},{"titulo":"Effects of controversy on learning in cooperative groups","autores":"Smith, K., Johnson, D. W., & Johnson, R. T","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, K., Johnson, D. W., & Johnson, R. T. (1984). Effects of controversy on learning in cooperative groups. Journal of Social Psychology, 122, 199-209."},{"titulo":"Achievement and attitudes in cooperative and individualistic learning","autores":"Smith, K. A., Petersen, R. P., Johnson, D. W., & Johnson, R. T","ano":"1986","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, K. A., Petersen, R. P., Johnson, D. W., & Johnson, R. T. (1986). Achievement and attitudes in cooperative and individualistic learning. Journal of Social Psychology, 126(2), 237-248."},{"titulo":"Cooperative learning in the undergraduate laboratory","autores":"Smith, M. E., Hinckley, C. C., & Volk, G. L","ano":"1991","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education, 68(5), 413-415."},{"titulo":"A comparison of cooperative and individualistic learning in associate degree nursing students","autores":"Smith, M. J","ano":"1984","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Smith, M. J. (1984). A comparison of cooperative and individualistic learning in associate degree nursing students. Dissertation Abstracts International, 45/09, 2739-A."},{"titulo":"Effects on high school students of conflict resolution training integrated into English literature","autores":"Stevahn, L., Johnson, D. W., Johnson, R. T., Green, K., & Laginski, A. M","ano":"1997","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Stevahn, L., Johnson, D. W., Johnson, R. T., Green, K., & Laginski, A. M. (1997). Effects on high school students of conflict resolution training integrated into English literature. The Journal of Social Psychology, 137(3), 302-315."},{"titulo":"Effects on high school students of integrating conflict resolution skills and peer mediation training into an academic unit","autores":"Stevahn, L., Johnson, D. W., Johnson, R. T., Laginsky, A. M., & O'Coin, I","ano":"1996","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Stevahn, L., Johnson, D. W., Johnson, R. T., Laginsky, A. M., & O'Coin, I. (1996). Effects on high school students of integrating conflict resolution skills and peer mediation training into an academic unit. Mediation Quarterly, 14(1), 21-36."},{"titulo":"Effects of conflict resolution training integrated into a kindergarten curriculum","autores":"Stevahn, L., Johnson, D. W., Johnson, R., Oberle, K., & Wahl, L","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Stevahn, L., Johnson, D. W., Johnson, R., Oberle, K., & Wahl, L. (2000). Effects of conflict resolution training integrated into a kindergarten curriculum. 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Journal of Educational Psychology, 83(1), 8-16."},{"titulo":"Cooperative learning in upper secondary mathematics","autores":"Supinnasri, S","ano":"1997","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Supinnasri, S. (1997). Cooperative learning in upper secondary mathematics. Proceedings: 1997 International Conference on Cooperative Learning and Constructivism, 18-1-18-14."},{"titulo":"A comparison of computer-assisted cooperative learning with independent learning","autores":"Tanamai, A","ano":"1990","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Tanamai, A. (1990). A comparison of computer-assisted cooperative learning with independent learning. Dissertation Abstracts International, 50/11, 3471A."},{"titulo":"Effects of cooperative and competitive interdependence and task complexity on subordinates' productivity, perception of leader, and group development","autores":"Tjosvold, D","ano":"1982a","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Tjosvold, D. (1982a). Effects of cooperative and competitive interdependence and task complexity on subordinates' productivity, perception of leader, and group development. Canadian Journal of Behavioural Science, 14(1), 24-34."},{"titulo":"Effects of approach to controversy on superiors' incorporation of subordinates' information in decision making","autores":"Tjosvold, D","ano":"1982b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Tjosvold, D. (1982b). Effects of approach to controversy on superiors' incorporation of subordinates' information in decision making. Journal of Applied Psychology, 67(2), 189-193."},{"titulo":"Dynamics within participation: An experimental investigation","autores":"Tjosvold, D","ano":"1985b","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Tjosvold, D. (1985b). Dynamics within participation: An experimental investigation. Group and Organization Studies, 10(3), 260-277."},{"titulo":"Effects of shared responsibility and goal interdependence on controversy and decisionmaking between departments","autores":"Tjosvold, D","ano":"1988","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Tjosvold, D. (1988). 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The effect of reward structure and group ability composition on cooperative computer-assisted instruction. Journal of Computer-Based Instruction, 15(1), 18-22."},{"titulo":"The effectiveness of cooperative learning teams for increasing cross-ethnic friendships: Additional evidence","autores":"Ziegler, S","ano":"1981","link":"","status_link":"sem_link_na_fonte","fonte_base":"Cooperative learning methods: A meta-analysis — Johnson, Johnson & Stanne, 2000","ref_bruta":"Ziegler, S. (1981). The effectiveness of cooperative learning teams for increasing cross-ethnic friendships: Additional evidence. 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K","ano":"2007","link":"https://doi.org/10.1002/acp.1347","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Lusk, M. M., & Atkinson, R. K. (2007). Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples? Applied Cognitive Psychology , 21(6), 747 –764. https://doi.org/10.1002/acp.1347."},{"titulo":"Should hand actions be observed when learning hand motor skills from instructional animations?","autores":"Marcus, N., Cleary, B., Wong, A., & Ayres, P","ano":"2013","link":"https://doi.org/10.1016/j.chb.2013.04.035","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Marcus, N., Cleary, B., Wong, A., & Ayres, P. (2013). 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E., Hegarty, M., Mayer, S., & Campbell, J","ano":"2005","link":"https://doi.org/10.1037/1076-898x.11.4.256","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11(4), 256–265. https://doi.org/10.1037/1076-898x.11.4.256."},{"titulo":"Learning a procedural task: effectiveness of multimedia presentations","autores":"Michas, I. C., & Berry, D. 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Applied Cognitive Psychology , 14(6), 555 –575. https://doi.org/10.1002/1099-0720(200011/12)14:6<555 ::aid-acp677>3.0.co;2-4."},{"titulo":"Learning from multimedia presentations: facilitation function of animations and spatial abilities","autores":"Münzer, S., Seufert, T., & Brünken, R","ano":"2009","link":"https://doi.org/10.1016/j.lindif.2009.05.001","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Münzer, S., Seufert, T., & Brünken, R. (2009). Learning from multimedia presentations: facilitation function of animations and spatial abilities. Learning and Individual Differences , 19(4), 481 –485. https://doi. org/10.1016/j.lindif.2009.05.001."},{"titulo":"Learning with animation and illusions of understanding","autores":"Paik, E. 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Educational Technology Research and Development , 40(4), 27 –38. https://doi. org/10.1007/BF02296897 ."},{"titulo":"When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of‘interactivity enriching features’","autores":"Patwardhan, M., & Murthy, S","ano":"2015","link":"https://doi.org/10.1016/j.compedu.2014.11.018","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Patwardhan, M., & Murthy, S. (2015). When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of‘interactivity enriching features’. Computers & Education, 82, 292–305. https://doi.org/10.1016/j.compedu.2014.11.018."},{"titulo":"Using computer animated graphics in science instruction with children","autores":"Rieber, L. P","ano":"1990","link":"https://doi.org/10.1037/0022-0663.82.1.135","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Rieber, L. P. (1990). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82(1), 135–140. https://doi.org/10.1037/0022-0663.82.1.135."},{"titulo":"Animation, incidental learning, and continuing motivation","autores":"Rieber, L. P","ano":"1991","link":"https://doi.org/10.1037/0022-0663.83.3.318","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318–328. https://doi.org/10.1037/0022-0663.83.3.318."},{"titulo":"The role of dynamic spatial ability in geoscience text comprehension","autores":"Sanchez, C. A., & Wiley, J","ano":"2014","link":"https://doi.org/10.1016/j.learninstruc.2013.12.007","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Sanchez, C. A., & Wiley, J. (2014). The role of dynamic spatial ability in geoscience text comprehension. 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Zeitschrift für Pädagogische Psychologie, 25(4), 245–256. https://doi.org/10.1024/1010-0652/a000048."},{"titulo":"The role of spatial descriptions in learning from multimedia","autores":"Schmidt-Weigand, F., & Scheiter, K","ano":"2011","link":"https://doi.org/10.1016/j.chb.2010.05.007","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Schmidt-Weigand, F., & Scheiter, K. (2011). The role of spatial descriptions in learning from multimedia. 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N., Wirth, J., & A yres, P","ano":"2017","link":"https://doi.org/10.1016/j.compedu.2016.11.001","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Stebner, F., Kühl, T., Höffler, T. N., Wirth, J., & A yres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education , 104, 34 –48. https://doi. org/10.1016/j.compedu.2016.11.001."},{"titulo":"Effects of instructional strategy and motion presentation conditions on the acquisition and transfer of electromechanical troubleshooting skill","autores":"Swezey, R. W., Perez, R. S., & Allen, J. 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The effect of an example-based dynamic program visualization environment on students ’ programming skills. Educational Technology & Society, 16(3), 400–410."},{"titulo":"The effect of animated diagrams on the understanding of a mathematical demonstration in 11- to 14-year-old pupils","autores":"Thompson, S. V., & Riding, R. J","ano":"1990","link":"https://doi.org/10.1111/j.2044-8279.1990.tb00925.x","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Thompson, S. V., & Riding, R. J. (1990). The effect of animated diagrams on the understanding of a mathematical demonstration in 11- to 14-year-old pupils. British Journal of Educational Psychology , 60(1), 93–98. https://doi.org/10.1111/j.2044-8279.1990.tb00925.x."},{"titulo":"Cognitive load theory, the transient information effect and e-learning","autores":"Wong, A., Leahy, W., Marcus, N., & Sweller, J","ano":"2012","link":"https://doi.org/10.1016/j.learninstruc.2012.05.004","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449–457. https://doi.org/10.1016/j.learninstruc.2012.05.004."},{"titulo":"Instructional animations can be superior to statics when learning human motor skills","autores":"Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. 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Effectiveness of applying 2D static depictions and 3D animations to orthographic views learning in graphical course. Computers & Education, 63, 28–42. https://doi.org/10.1016 /j.compedu.2012.11.012."},{"titulo":"Structuring information interfaces for procedural learning","autores":"Zacks, J. M., & Tversky, B","ano":"2003","link":"https://doi.org/10.1037/1076-898X.9.2.88","status_link":"doi_na_referencia_pdf","fonte_base":"Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis — Castro-Alonso, Wong, Adesope, Ayres & Paas, 2019","ref_bruta":"Zacks, J. M., & Tversky, B. (2003). Structuring information interfaces for procedural learning. 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Virtual Reality."},{"titulo":"Participatory design in interactive media design education for the solution of unfamiliar design problems: A case study on a disabling environment and an emerging technology","autores":"Asim Evren Yantaç","ano":"2011","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Asim Evren Yantaç (2011). Participatory design in interactive media design education for the solution of unfamiliar design problems: A case study on a disabling environment and an emerging technology. Digital Creativity."},{"titulo":"Delphi survey on the use of robot projector based augmented reality in dramatic activity for young children","autores":"Eunja Hyun","ano":"2011","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Eunja Hyun (2011). Delphi survey on the use of robot projector based augmented reality in dramatic activity for young children. Digital Content Technology and its Applications."},{"titulo":"Development and utilization of projector-robot service for children's dramatic play activities based on augmented reality","autores":"Miheon Jo","ano":"2011","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Miheon Jo (2011). Development and utilization of projector-robot service for children's dramatic play activities based on augmented reality. Advances in Information Sciences and Service Sciences."},{"titulo":"Learning physics through play in an augmented reality environment","autores":"Noel Enyedy","ano":"2012","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Noel Enyedy (2012). Learning physics through play in an augmented reality environment. 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Asia-Pacific Education Researcher."},{"titulo":"Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning","autores":"Chang, R.-C., Chung, L.-Y., Huang, Y.-M.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chang, R.-C., Chung, L.-Y., Huang, Y.-M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments."},{"titulo":"The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning","autores":"Cheng, K.-H., Tsai, C.-C.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Cheng, K.-H., Tsai, C.-C. (2016). The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning. British Journal of Educational Technology."},{"titulo":"Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment","autores":"Huang, T.-C., Chen, C.-C., Chou, Y.-W.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Huang, T.-C., Chen, C.-C., Chou, Y.-W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. 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IEEE Transactions on Learning Technologies."},{"titulo":"Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum","autores":"Hsiao, H.-S., Chang, C.-S., Lin, C.-Y., Wang, Y.-Z.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Hsiao, H.-S., Chang, C.-S., Lin, C.-Y., Wang, Y.-Z. (2016). Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments."},{"titulo":"Using Augmented Reality in early art education: a case study in Hong Kong kindergarten","autores":"Huang, Y., Li, H., Fong, R.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Huang, Y., Li, H., Fong, R. (2016). Using Augmented Reality in early art education: a case study in Hong Kong kindergarten. Early Child Development and Care."},{"titulo":"Game-based evacuation drill using augmented reality and head-mounted display","autores":"Kawai, J., Mitsuhara, H., Shishibori, M.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Kawai, J., Mitsuhara, H., Shishibori, M. (2016). 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Croatian Journal of Education."},{"titulo":"Using augmented reality to support children’s situational interest and science learning during context-sensitive informal mobile learning","autores":"Zimmerman, H.T., Land, S.M., Jung, Y.J.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Zimmerman, H.T., Land, S.M., Jung, Y.J. (2016). Using augmented reality to support children’s situational interest and science learning during context-sensitive informal mobile learning. Advances in Intelligent Systems and Computing."},{"titulo":"Educational magic toys developed with augmented reality technology for early childhood education","autores":"Yilmaz, R.M.","ano":"2016","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Yilmaz, R.M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior."},{"titulo":"Impact of augmented reality lessons on students’ STEM interest","autores":"Hsu","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Hsu (2017). Impact of augmented reality lessons on students’ STEM interest. 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Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments."},{"titulo":"Making the invisible observable by Augmented Reality in informal science education context","autores":"Salmi","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Salmi (2017). Making the invisible observable by Augmented Reality in informal science education context. International Journal of Science Education, Part B: Communication and Public Engagement."},{"titulo":"Learning English with Augmented Reality: Do learning styles matter?","autores":"Ting-Chia Hsu,","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Ting-Chia Hsu, (2017). Learning English with Augmented Reality: Do learning styles matter?. Computers and Education."},{"titulo":"Using digital game, augmented reality, and head mounted displays for immediate-action commander training","autores":"Mitsuhara","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Mitsuhara (2017). 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Eurasia Journal of Mathematics, Science and Technology Education."},{"titulo":"Evaluating students’ learning achievement and flow experience with tablet PCs based on AR and tangible technology in u-learning","autores":"Huang","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Huang (2017). Evaluating students’ learning achievement and flow experience with tablet PCs based on AR and tangible technology in u-learning. Library Hi Tech."},{"titulo":"Applying augmented reality to enhance learning: a study of different teaching materials","autores":"Hung","ano":"2017","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Hung (2017). 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Determination of the impact of augmented reality application on the success and problem-solving skills of students. Quality and Quantity."},{"titulo":"Analysis on the gamification and implementation of Leap Motion Controller in the I.E.D. Técnico industrial de Tocancipá","autores":"Castañeda, M.A., Guerra, A.M., Ferro, R.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Castañeda, M.A., Guerra, A.M., Ferro, R. (2018). Analysis on the gamification and implementation of Leap Motion Controller in the I.E.D. Técnico industrial de Tocancipá. 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Students developing representational competence as producers with and of augmented reality in science. Nordic Studies in Science Education."},{"titulo":"Use of augmented reality in social sciences as educational resource","autores":"Toledo-Morales, P., Sanchez-Garcia, J.M.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Toledo-Morales, P., Sanchez-Garcia, J.M. (2018). Use of augmented reality in social sciences as educational resource. Turkish Online Journal of Distance Education."},{"titulo":"User Satisfaction for an Augmented Reality Application to Support Productive Vocabulary Using Speech Recognition","autores":"Hashim, N.C., Majid, N.A.A., Arshad, H., Obeidy, W.K.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Hashim, N.C., Majid, N.A.A., Arshad, H., Obeidy, W.K. (2018). User Satisfaction for an Augmented Reality Application to Support Productive Vocabulary Using Speech Recognition. 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International Journal of Engineering and Technology(UAE)."},{"titulo":"Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions","autores":"Chang, S.-C., Hwang, G.-J.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chang, S.-C., Hwang, G.-J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. 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Sensors (Switzerland)."},{"titulo":"How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum","autores":"Yoon, S.A., Anderson, E., Park, M., Elinich, K., Lin, J.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Yoon, S.A., Anderson, E., Park, M., Elinich, K., Lin, J. (2018). How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum. Research in Science and Technological Education."},{"titulo":"Augmented reality technology for year 10 chemistry class: Can the students learn better?","autores":"Wan, A.T., Sun, L.Y., Omar, M.S.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Wan, A.T., Sun, L.Y., Omar, M.S. (2018). Augmented reality technology for year 10 chemistry class: Can the students learn better?. International Journal of Computer-Assisted Language Learning and Teaching."},{"titulo":"The augmented reality for teaching Thai students about the human heart","autores":"Nuanmeesri, S.","ano":"2018","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Nuanmeesri, S. (2018). The augmented reality for teaching Thai students about the human heart. International Journal of Emerging Technologies in Learning."},{"titulo":"Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education","autores":"Chen, R.W., Chan, K.K.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, R.W., Chan, K.K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research."},{"titulo":"Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course","autores":"Chen, Y.-C.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, Y.-C. (2019). Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research."},{"titulo":"Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education","autores":"Fidan, M., Tuncel, M.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Fidan, M., Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers and Education."},{"titulo":"A Usability and Acceptance Evaluation of the Use of Augmented Reality for Learning Atoms and Molecules Reaction by Primary School Female Students in Palestine","autores":"Ewais, A., Troyer, O.D.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Ewais, A., Troyer, O.D. (2019). A Usability and Acceptance Evaluation of the Use of Augmented Reality for Learning Atoms and Molecules Reaction by Primary School Female Students in Palestine. Journal of Educational Computing Research."},{"titulo":"Exploring the student’s interactionwith augmented realityand their relationship to learning achievement","autores":"Eh Phon, D.N., Abd Rahman, M.H., Hashim, S., (...), Din, W.I.S.W., Mohamad Asmara, S.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Eh Phon, D.N., Abd Rahman, M.H., Hashim, S., (...), Din, W.I.S.W., Mohamad Asmara, S. (2019). Exploring the student’s interactionwith augmented realityand their relationship to learning achievement. International Journal of Advanced Science and Technology."},{"titulo":"Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency","autores":"Bursali, H., Yilmaz, R.M.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Bursali, H., Yilmaz, R.M. (2019). Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency. Computers in Human Behavior."},{"titulo":"Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy","autores":"Cai, S., Liu, E., Yang, Y., Liang, J.-C.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Cai, S., Liu, E., Yang, Y., Liang, J.-C. (2019). Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy. British Journal of Educational Technology."},{"titulo":"To use augmented reality or not in formative assessment: a comparative study","autores":"Bhagat, K.K., Liou, W.-K., Michael Spector, J., Chang, C.-Y.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Bhagat, K.K., Liou, W.-K., Michael Spector, J., Chang, C.-Y. (2019). To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments."},{"titulo":"Enhancing students’ botanical learning by using augmented reality","autores":"Chien, Y.-C., Su, Y.-N., Wu, T.-T., Huang, Y.-M.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chien, Y.-C., Su, Y.-N., Wu, T.-T., Huang, Y.-M. (2019). Enhancing students’ botanical learning by using augmented reality. Universal Access in the Information Society."},{"titulo":"Augmented reality: Examining its value in a music technology classroom. practice and potential","autores":"Cook, M.J.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Cook, M.J. (2019). Augmented reality: Examining its value in a music technology classroom. practice and potential. Waikato Journal of Education."},{"titulo":"Augmented reality-based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children","autores":"Gecu-Parmaksiz, Z., Delialioglu, O.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Gecu-Parmaksiz, Z., Delialioglu, O. (2019). Augmented reality-based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children. British Journal of Educational Technology."},{"titulo":"Augmenting Kirchhoff’s laws: Using augmented reality and smartglasses to enhance conceptual electrical experiments for high school students","autores":"Kapp, S., Thees, M., Strzys, M.P., (...), Rheinländer, C., Wehn, N.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Kapp, S., Thees, M., Strzys, M.P., (...), Rheinländer, C., Wehn, N. (2019). Augmenting Kirchhoff’s laws: Using augmented reality and smartglasses to enhance conceptual electrical experiments for high school students. Physics Teacher."},{"titulo":"Identifying students' attitudes regarding augmented reality applications in science classes","autores":"Karagozlu, D., Kosarenko, N.N., Efimova, O.V., Zubov, V.V.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Karagozlu, D., Kosarenko, N.N., Efimova, O.V., Zubov, V.V. (2019). Identifying students' attitudes regarding augmented reality applications in science classes. International Journal of Emerging Technologies in Learning."},{"titulo":"The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students","autores":"Kirikkaya, E.B., Başgül, M.Ş.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Kirikkaya, E.B., Başgül, M.Ş. (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students. Journal of Baltic Science Education."},{"titulo":"Design, application and effectiveness of an innovative augmented reality teaching proposal through 3P model","autores":"López-García, A., Miralles-Martínez, P., Maquilón, J.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"López-García, A., Miralles-Martínez, P., Maquilón, J. (2019). Design, application and effectiveness of an innovative augmented reality teaching proposal through 3P model. Applied Sciences (Switzerland)."},{"titulo":"Augmented reality in education, AR globe project assessment in actual teaching-learning environment","autores":"Mayilyan, H.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Mayilyan, H. (2019). Augmented reality in education, AR globe project assessment in actual teaching-learning environment. International Journal of Learning, Teaching and Educational Research."},{"titulo":"An experiential view to children learning in museums with Augmented Reality","autores":"Moorhouse, N., tom Dieck, M.C., Jung, T.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Moorhouse, N., tom Dieck, M.C., Jung, T. (2019). An experiential view to children learning in museums with Augmented Reality. Museum Management and Curatorship."},{"titulo":"Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood","autores":"Oranç, C., Küntay, A.C.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Oranç, C., Küntay, A.C. (2019). Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood. International Journal of Child-Computer Interaction."},{"titulo":"Application of the ubiquitous game with augmented reality in primary education","autores":"Sáez-López, J.-M., Sevillano-García, M.L., Pascual-Sevillano, M.Á.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Sáez-López, J.-M., Sevillano-García, M.L., Pascual-Sevillano, M.Á. (2019). Application of the ubiquitous game with augmented reality in primary education. Comunicar."},{"titulo":"Real-world oriented smartphone AR Supported Learning system based on planetarium contents for seasonal constellation observation","autores":"Tian, K., Urata, M., Endo, M., (...), Yasuda, T., Kato, J.","ano":"2019","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Tian, K., Urata, M., Endo, M., (...), Yasuda, T., Kato, J. (2019). Real-world oriented smartphone AR Supported Learning system based on planetarium contents for seasonal constellation observation. Applied Sciences (Switzerland)."},{"titulo":"Augmented reality and competition in robotics education: Effects on 21st century competencies, group collaboration and learning motivation","autores":"Chen, C.-H., Yang, C.-K., Huang, K., Yao, K.-C.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, C.-H., Yang, C.-K., Huang, K., Yao, K.-C. (2020). Augmented reality and competition in robotics education: Effects on 21st century competencies, group collaboration and learning motivation. Journal of Computer Assisted Learning."},{"titulo":"Augmented reality (Ar)-based intervention to enhance awareness of fine dust in sustainable environments","autores":"Huh, J.R., Park, I.-J., Sunwoo, Y., Choi, H.J., Bhang, K.J.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Huh, J.R., Park, I.-J., Sunwoo, Y., Choi, H.J., Bhang, K.J. (2020). Augmented reality (Ar)-based intervention to enhance awareness of fine dust in sustainable environments. Sustainability (Switzerland)."},{"titulo":"Using Augmented Reality and the Structure–Behavior–Function Model to Teach Lower Secondary School Students about the Human Circulatory System","autores":"Gnidovec, T., Žemlja, M., Dolenec, A., Torkar, G.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Gnidovec, T., Žemlja, M., Dolenec, A., Torkar, G. (2020). Using Augmented Reality and the Structure–Behavior–Function Model to Teach Lower Secondary School Students about the Human Circulatory System. Journal of Science Education and Technology."},{"titulo":"Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning","autores":"Chen, C.-H.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, C.-H. (2020). Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning. Educational Technology Research and Development."},{"titulo":"Effects of incorporating ar into a board game on learning outcomes and emotions in health education","autores":"Lin, H.-C.K., Lin, Y.-H., Huang, Y.-M., Wang, T.-H., Su, L.-K.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Lin, H.-C.K., Lin, Y.-H., Huang, Y.-M., Wang, T.-H., Su, L.-K. (2020). Effects of incorporating ar into a board game on learning outcomes and emotions in health education. Electronics (Switzerland)."},{"titulo":"The effect of augmented reality activities on improving preschool children’s spatial skills","autores":"Gecu-Parmaksiz, Z., Delialioğlu, Ö.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Gecu-Parmaksiz, Z., Delialioğlu, Ö. (2020). The effect of augmented reality activities on improving preschool children’s spatial skills. Interactive Learning Environments."},{"titulo":"Using augmented reality to experiment with elements in a chemistry course","autores":"Chen, S.-Y., Liu, S.-Y.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, S.-Y., Liu, S.-Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior."},{"titulo":"Applying augmented reality in physical education on motor skills learning","autores":"Chang, K.-E., Zhang, J., Huang, Y.-S., Liu, T.-C., Sung, Y.-T.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chang, K.-E., Zhang, J., Huang, Y.-S., Liu, T.-C., Sung, Y.-T. (2020). Applying augmented reality in physical education on motor skills learning. Interactive Learning Environments."},{"titulo":"The effect of using augmented reality and sensing technology to teach magnetism in high school physics","autores":"Abdusselam, M.S., Karal, H.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Abdusselam, M.S., Karal, H. (2020). The effect of using augmented reality and sensing technology to teach magnetism in high school physics. Technology, Pedagogy and Education."},{"titulo":"Active learning augmented reality for steam education—a case study","autores":"Jesionkowska, J., Wild, F., Deval, Y.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Jesionkowska, J., Wild, F., Deval, Y. (2020). Active learning augmented reality for steam education—a case study. Education Sciences."},{"titulo":"Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes","autores":"Cai, S., Liu, E., Shen, Y., (...), Li, S., Shen, Y.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Cai, S., Liu, E., Shen, Y., (...), Li, S., Shen, Y. (2020). Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes. Interactive Learning Environments."},{"titulo":"Elementary students’ perceptions of 3Dmetric: A cross-sectional study","autores":"Amir, M.F., Fediyanto, N., Rudyanto, H.E., Nur Afifah, D.S., Tortop, H.S.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Amir, M.F., Fediyanto, N., Rudyanto, H.E., Nur Afifah, D.S., Tortop, H.S. (2020). Elementary students’ perceptions of 3Dmetric: A cross-sectional study. Heliyon."},{"titulo":"Evaluation of AR embedded physical puzzle game on students’ learning achievement and motivation on elementary natural science","autores":"Lu, S.-J., Liu, Y.-C., Chen, P.-J., Hsieh, M.-R.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Lu, S.-J., Liu, Y.-C., Chen, P.-J., Hsieh, M.-R. (2020). Evaluation of AR embedded physical puzzle game on students’ learning achievement and motivation on elementary natural science. Interactive Learning Environments."},{"titulo":"The Effect of augmented reality on students' learning performance in stem education","autores":"Petrov, P.D., Atanasova, T.V.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Petrov, P.D., Atanasova, T.V. (2020). The Effect of augmented reality on students' learning performance in stem education. Information (Switzerland)."},{"titulo":"Augmented Immersive Reality (AIR) for Improved Learning Performance: A Quantitative Evaluation","autores":"Cen, L., Ruta, D., Al Qassem, L.M.M.S., Ng, J.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Cen, L., Ruta, D., Al Qassem, L.M.M.S., Ng, J. (2020). Augmented Immersive Reality (AIR) for Improved Learning Performance: A Quantitative Evaluation. IEEE Transactions on Learning Technologies."},{"titulo":"Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education","autores":"Redondo, B., Cózar-Gutiérrez, R., González-Calero, J.A., Sánchez Ruiz, R.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Redondo, B., Cózar-Gutiérrez, R., González-Calero, J.A., Sánchez Ruiz, R. (2020). Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education. Early Childhood Education Journal."},{"titulo":"Using augmented reality with speech input for non-native children's language learning","autores":"Che Dalim, C.S., Sunar, M.S., Dey, A., Billinghurst, M.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Che Dalim, C.S., Sunar, M.S., Dey, A., Billinghurst, M. (2020). Using augmented reality with speech input for non-native children's language learning. International Journal of Human Computer Studies."},{"titulo":"On augmented reality for the learning of 3D-geometric contents: A preliminary exploratory study with 6-grade primary students","autores":"Flores-Bascuñana, M., Diago, P.D., Villena-Taranilla, R., Yáñez, D.F.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Flores-Bascuñana, M., Diago, P.D., Villena-Taranilla, R., Yáñez, D.F. (2020). On augmented reality for the learning of 3D-geometric contents: A preliminary exploratory study with 6-grade primary students. Education Sciences."},{"titulo":"Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners","autores":"Wen, Y.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Wen, Y. (2020). Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development."},{"titulo":"The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education","autores":"Sahin, D., Yilmaz, R.M.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Sahin, D., Yilmaz, R.M. (2020). The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education. Computers and Education."},{"titulo":"Examining kindergarten students' motivation on augmented reality apps: A survey using emoticons","autores":"Jamiat, N., Nadia Othman, N.F.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Jamiat, N., Nadia Othman, N.F. (2020). Examining kindergarten students' motivation on augmented reality apps: A survey using emoticons. ASM Science Journal."},{"titulo":"Augmented Reality to Support Geometry Learning","autores":"Rossano, V., Lanzilotti, R., Cazzolla, A., Roselli, T.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Rossano, V., Lanzilotti, R., Cazzolla, A., Roselli, T. (2020). Augmented Reality to Support Geometry Learning. IEEE Access."},{"titulo":"The limited effect of graphic elements in video and augmented reality on children's listening comprehension","autores":"del Río Guerra, M.S., Martínez, A.E.G., Martin-Gutierrez, J., López-Chao, V.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"del Río Guerra, M.S., Martínez, A.E.G., Martin-Gutierrez, J., López-Chao, V. (2020). The limited effect of graphic elements in video and augmented reality on children's listening comprehension. Applied Sciences (Switzerland)."},{"titulo":"Emotional characterization of children through a learning environment using learning analytics and AR-Sandbox","autores":"Rodríguez, A.O.R., Riaño, M.A., García, P.A.G., (...), Crespo, R.G., Wu, X.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Rodríguez, A.O.R., Riaño, M.A., García, P.A.G., (...), Crespo, R.G., Wu, X. (2020). Emotional characterization of children through a learning environment using learning analytics and AR-Sandbox. Journal of Ambient Intelligence and Humanized Computing."},{"titulo":"AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning","autores":"Chen, C.-H.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Chen, C.-H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology."},{"titulo":"Evaluating Usability of Mobile-Based Augmented Reality Learning Environments for Early Childhood","autores":"Tuli, N., Mantri, A.","ano":"2020","link":"","status_link":"sem_link_no_dataset","fonte_base":"Augmented Reality in K-12 Education: A Systematic Review and Meta-Analysis of the Literature from 2000 to 2020 — Li et al., 2022","ref_bruta":"Tuli, N., Mantri, A. (2020). Evaluating Usability of Mobile-Based Augmented Reality Learning Environments for Early Childhood. International Journal of Human-Computer Interaction."}]},{"id":"autorregulacao","nome":"Autorregulação","categoria_completa":"Autorregulação / metacognição","cluster":"personalizacao","metric_pct":52,"metric_kind":"rendimento","desc":"Você vê o que sabe, o que precisa rever, o que está atrasado — e decide. O painel é seu, não nosso.","numero_reportado":"49 estudos primário; 35 estudos secundário; 357 efeitos + 58 estudos; 95 intervenções; 180 efeitos + 49 estudos; 251 efeitos","numero_extraido":155,"numero_com_link":25,"fonte_base_principal":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","status":"parcial","observacao":"Dignath & Büttner 2008 agora inclui 46 referências explícitas da seção Studies Included in the Meta-Analysis; Donker 2014 e Theobald 2021 também foram extraídos. A contagem reportada por Dignath é em estudos/efeitos, enquanto a seção aberta lista referências em nível de artigo.","fontes_base":[{"fonte_base":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","numero_reportado":"49 estudos primário; 35 estudos secundário; 357 efeitos","link_ou_doi":"https://doi.org/10.1007/s11409-008-9029-x","extraidos":"46"},{"fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","numero_reportado":"58 estudos; 95 intervenções; 180 efeitos","link_ou_doi":"https://doi.org/10.1016/j.edurev.2013.11.002","extraidos":"60"},{"fonte_base":"Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis — Theobald, 2021","numero_reportado":"49 estudos; 251 efeitos","link_ou_doi":"https://doi.org/10.1016/j.cedpsych.2021.101976","extraidos":"49"}],"estudos":[{"titulo":"An effective metacognitve strategy: Learning by doing and explaining with a computer-based cognitive tutor","autores":"Aleven, V. 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Reading comprehension improvement with individualized cognitive profiles and metacognition. Literacy Research and Instruction, 47, 124–139"},{"titulo":"A metacognitve learning cycle: A better warranty for student understanding? Science Education, 84, 486–506","autores":"Blank, L. M","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Blank, L. M. (2000). A metacognitve learning cycle: A better warranty for student understanding? Science Education, 84, 486–506"},{"titulo":"Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students","autores":"Boulware-Gooden, R., Carreker, S., Thornhill, A., & Malatesha, J. R","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Boulware-Gooden, R., Carreker, S., Thornhill, A., & Malatesha, J. R. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61, 70–77"},{"titulo":"The clever kid’s reading program: metacognition and reciprocal teaching","autores":"Bruce, M. E., & Robinson, G. L","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Bruce, M. E., & Robinson, G. L. (2001). The clever kid’s reading program: metacognition and reciprocal teaching. Paper presented at the Annual European Conference on Reading, Dublin"},{"titulo":"Testing a path-analytical mediation model of how self-regulated writing skills improve fourth-graders’ composition skills: A randomized controlled trial","autores":"Brunstein, J. C., & Glaser, C","ano":"2011","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Brunstein, J. C., & Glaser, C. (2011). Testing a path-analytical mediation model of how self-regulated writing skills improve fourth-graders’ composition skills: A randomized controlled trial. Journal of Educational Psychology, 103, 922–938"},{"titulo":"Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children","autores":"Camahalan, F. M. G","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Camahalan, F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33, 194–205"},{"titulo":"1–26","autores":"24 A.S. Donker et al./Educational Research Review 11","ano":"2014","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"24 A.S. Donker et al./Educational Research Review 11 (2014) 1–26"},{"titulo":"The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers","autores":"Cantrell, S. A., Almasi, J. F., & Carter, J. 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Are fourth and fifth grade children better scientists through metacognitive learning? Electronic Journal of Research in Educational Psychology, 9, 133–156"},{"titulo":"A computer-based approach to fostering motivation and self-regulated learning","autores":"Dresel, M., & Haugwitz, M","ano":"2008","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Dresel, M., & Haugwitz, M. (2008). A computer-based approach to fostering motivation and self-regulated learning. The Journal of Experimental Education, 77, 3–18"},{"titulo":"Teaching thinking for mathematics through the enhancement of metacognitive skills","autores":"Erktin, E","ano":"2004","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Erktin, E. (2004). Teaching thinking for mathematics through the enhancement of metacognitive skills. Research in the Schools, 11, 3–13"},{"titulo":"Effects of two types of self-regulatory instruction programs on students learning disabilities in writing products, processes, and self-efficacy","autores":"García-Sánchez, J. N., & Fidalgo-Redondo, R","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"García-Sánchez, J. N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29, 181–211"},{"titulo":"Improving fourth-grade students’ composition skills: effects of strategy instruction and self-regulation procedures","autores":"Glaser, C., & Burnstein, J. C","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Glaser, C., & Burnstein, J. C. (2007). Improving fourth-grade students’ composition skills: effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99, 297–310"},{"titulo":"Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of selfregulated strategy development","autores":"Graham, S., Harris, K. R., & Mason, L","ano":"2005","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of selfregulated strategy development. Contemporary Educational Psychology, 30, 207–241"},{"titulo":"Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance","autores":"Guterman, E","ano":"2003","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Guterman, E. (2003). Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance. Learning and Instruction, 13, 633–651"},{"titulo":"Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support","autores":"Harris, K. R., Graham, S., & Mason, L. H","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43, 295–340"},{"titulo":"The synergetic effect of learning styles on the interaction between virtual environments and the enhancement of spatial thinking","autores":"Hauptman, H., & Cohen, A","ano":"2011","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Hauptman, H., & Cohen, A. (2011). The synergetic effect of learning styles on the interaction between virtual environments and the enhancement of spatial thinking. Computers & Education, 57, 2106–2117"},{"titulo":"Using strategy instruction and confidence judgments to improve metacognitive monitoring","autores":"Huff, J. D., & Nietfeld, J. L","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4, 161–176"},{"titulo":"Student-controlled metacognitive training for solving word problems in primary school mathematics","autores":"Jacobse, A. E., & Harskamp, E","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Jacobse, A. E., & Harskamp, E. (2009). Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation, 15, 447–463"},{"titulo":"The influence of metacognitve instruction of reading and writing strategies on positive transfer","autores":"Kaniel, S., Licht, P., & Peled, B","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kaniel, S., Licht, P., & Peled, B. (2000). The influence of metacognitve instruction of reading and writing strategies on positive transfer. Gifted Education International, 51, 45–63"},{"titulo":"A metacognitve support during the process of problem solving in a computerized environment","autores":"Kapa, E","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kapa, E. (2001). A metacognitve support during the process of problem solving in a computerized environment. Educational Studies in Mathematics, 47, 317–336"},{"titulo":"Transfer from structured to open-ended problem solving in a computerized metacognitive environment","autores":"Kapa, E","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kapa, E. (2007). Transfer from structured to open-ended problem solving in a computerized metacognitive environment. Learning and Instruction, 17, 688–707"},{"titulo":"Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment","autores":"Kim, H. J., & Pedersen, S","ano":"2011","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kim, H. J., & Pedersen, S. (2011). Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment. Computers and Education, 57, 1780–1789"},{"titulo":"Group-Metacognitve support for online inquiry in mathematics with differential self-questioning","autores":"Kramarski, B., & Dudai, V","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Dudai, V. (2009). Group-Metacognitve support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computer Research, 40, 377–404"},{"titulo":"How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22, 24–33","autores":"Kramarski, B., & Gutman, M","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22, 24–33"},{"titulo":"Effects of computer algebra system () with metacognitive training on mathematical reasoning","autores":"Kramarski, B., & Hirsch, C","ano":"2003","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Hirsch, C. (2003). Effects of computer algebra system () with metacognitive training on mathematical reasoning. Educational Media International, 40, 249–257"},{"titulo":"Enhancing mathematical reasoning in classroom: the effects of cooperative learning and the metacognitve training","autores":"Kramarski, B., & Mevarech, Z. R","ano":"2003","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in classroom: the effects of cooperative learning and the metacognitve training. American Educational Research Journal, 40, 281–310"},{"titulo":"The effects of metacognitve instruction on solving mathematical authentic tasks","autores":"Kramarski, B., Mevarech, Z. R., & Arami, M","ano":"2002","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitve instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225–250"},{"titulo":"Effects of multilevel versus unilevel metacognitve training on mathematical reasoning","autores":"Kramarski, B., Mevarech, Z. R., & Lieberman, A","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., Mevarech, Z. R., & Lieberman, A. (2001). Effects of multilevel versus unilevel metacognitve training on mathematical reasoning. Journal of Educational Research, 94, 292–300"},{"titulo":"Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy","autores":"Kramarski, B., & Mizrachi, N","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99, 218–230"},{"titulo":"The effects of metacognition and email interactions on learning graphing","autores":"Kramarski, B., & Ritkof, R","ano":"2002","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Ritkof, R. (2002). The effects of metacognition and email interactions on learning graphing. Journal of Computer Assisted Learning, 18, 33–43"},{"titulo":"Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches","autores":"Kramarski, B., & Zoldan, S","ano":"2008","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Kramarski, B., & Zoldan, S. (2008). Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. Journal of Educational Research, 102, 137–151"},{"titulo":"The effects of comprehensive vocabulary instruction on title I students’ metacognitive word-learning skills and reading comprehension","autores":"Lubliner, S., & Smetana, L","ano":"2005","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Lubliner, S., & Smetana, L. (2005). The effects of comprehensive vocabulary instruction on title I students’ metacognitive word-learning skills and reading comprehension. Journal of Literacy Research, 37, 163–200"},{"titulo":"Explicit self-regulated strategy development versus reciprocal questioning: effects on expository reading comprehension among struggling readers","autores":"Mason, L. H","ano":"2004","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96, 238–296"},{"titulo":"The effects of metacognitve training versus worked-out examples on students’ mathematical reasoning","autores":"Mevarech, Z. R., & Kramarski, B","ano":"2004","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Mevarech, Z. R., & Kramarski, B. (2004). The effects of metacognitve training versus worked-out examples on students’ mathematical reasoning. British Journal of Educational Psychology, 73, 449–471"},{"titulo":"Improving literacy and metacognition with electronic portfolio’s: Teaching and learning with ePEARL","autores":"Meyer, E., Abrami, P. C., Wade, C. A., Aslan, O., & Deault, L","ano":"2010","link":"","status_link":"sem_link_na_fonte","fonte_base":"Effectiveness of learning strategy instruction on academic performance: A meta-analysis — Donker, de Boer, Kostons, Dignath van Ewijk & van der Werf, 2014","ref_bruta":"Meyer, E., Abrami, P. C., Wade, C. A., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolio’s: Teaching and learning with ePEARL. Computers & Education, 55, 84–91"},{"titulo":"Elementary school children reading scientific texts: effects of metacognitive instruction","autores":"Michalsky, T., Mevarech, Z. 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Journal of Educational Psychology , 96 (3), 403–423."},{"titulo":"Kategorisierungstraining bei Grund- und Sonderschuelern (L): Zur Rolle metamemorialer Instruktionselemente (Training organizational strategies in learning disabled and normal children: The role of metamnemonic instruction).","autores":"Hasselhorn, M., & Maehler, C","ano":"1992","link":"","status_link":"sem_link_ou_doi_na_fonte_springer","fonte_base":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","ref_bruta":"Hasselhorn, M., & Maehler, C. (1992). Kategorisierungstraining bei Grund- und Sonderschuelern (L): Zur Rolle metamemorialer Instruktionselemente (Training organizational strategies in learning disabled and normal children: The role of metamnemonic instruction). 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The Journal of Educational Research , 95 (6), 374–380."},{"titulo":"Effect of explicit problem solving instruction on high school students’ problem-solving performance and conceptual understanding of physics.","autores":"Huffman, D","ano":"1997","link":"","status_link":"sem_link_ou_doi_na_fonte_springer","fonte_base":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","ref_bruta":"Huffman, D. (1997). Effect of explicit problem solving instruction on high school students’ problem-solving performance and conceptual understanding of physics. Journal of Research in Science Teaching , 34 (6), 551–570."},{"titulo":"Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information, and traditional language arts.","autores":"Kernaghan, K., & Woloshyn, V. 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J","ano":"2002","link":"","status_link":"sem_link_ou_doi_na_fonte_springer","fonte_base":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","ref_bruta":"Williams, W. M., Blythe, T., White, N., Li, J., Gardner, H., & Sternberg, R. J. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review , 22 (2), 162–210."},{"titulo":"The effects of self-explanation training on students’ problem solving in high-school mathematics.","autores":"Wong, R. M. F., Lawson, M. J., & Keeves, J","ano":"2002","link":"","status_link":"sem_link_ou_doi_na_fonte_springer","fonte_base":"Components of fostering self-regulated learning among students — Dignath & Büttner, 2008","ref_bruta":"Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students’ problem solving in high-school mathematics. 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Learning and Instruction, 58, 34–41. https://doi.org/10.1016/j.learninstruc.2018.04.012"},{"titulo":"A qualitative exploration of primary school students’ experience and utilisation of mindfulness","autores":"Bannirchelvam, B., Bell, K. L., & Costello, S","ano":"2017","link":"https://doi.org/10.1007/s40688-017-0141-2","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Bannirchelvam, B., Bell, K. L., & Costello, S. (2017). A qualitative exploration of primary school students’ experience and utilisation of mindfulness. Contemporary School Psychology, 21(4), 304–316. https://doi.org/10.1007/s40688-017-0141-2"},{"titulo":"Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children","autores":"Bauer, C. C. C., Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Phillips, D. T., Whitfield-Gabrieli, S., & Gabrieli, J. D. E","ano":"2019","link":"https://doi.org/10.1037/bne0000337","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Bauer, C. C. C., Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Phillips, D. T., Whitfield-Gabrieli, S., & Gabrieli, J. D. E. (2019). Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behavioral Neuroscience, 133(6), 569–585. https://doi.org/10.1037/bne0000337"},{"titulo":"Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities","autores":"Beauchemin, J., Hutchins, T. 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Early Intervention in Psychiatry, 7(2), 213–220. https://doi.org/10.1111/j.1751-7893.2012.00382.x"},{"titulo":"The impact of a Mindfulness-Based Stress Reduction course (MBSR) on well-being and academic attainment of sixth-form students","autores":"Bennett, K., & Dorjee, D","ano":"2016","link":"https://doi.org/10.1007/s12671-015-0430-7","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Bennett, K., & Dorjee, D. (2016). The impact of a Mindfulness-Based Stress Reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness, 7(1), 105–114. https://doi.org/10.1007/s12671-015-0430-7"},{"titulo":"Reducing Israeli-Jewish pupils’ outgroup prejudice with a mindfulness and compassion-based social-emotional program","autores":"Berger, R., Brenick, A., & Tarrasch, R","ano":"2018","link":"https://doi.org/10.1007/s12671-018-0919-y","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Berger, R., Brenick, A., & Tarrasch, R. (2018). Reducing Israeli-Jewish pupils’ outgroup prejudice with a mindfulness and compassion-based social-emotional program. Mindfulness, 9(6), 1768–1779. https://doi.org/10.1007/s12671-018-0919-y"},{"titulo":"Pause, breathe, smile: A mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools","autores":"Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M","ano":"2016","link":"https://doi.org/10.1080/1754730X.2016.1154474","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Bernay, R., Graham, E., Devcich, D. A., Rix, G., & Rubie-Davies, C. M. (2016). Pause, breathe, smile: A mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools. Advances in School Mental Health Promotion, 9(2), 90–106. https://doi.org/10.1080/1754730X.2016.1154474"},{"titulo":"Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children","autores":"Black, D. 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A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90–104. https://doi.org/10.1007/s12671-014-0376-1"},{"titulo":"Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum","autores":"Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J","ano":"2018","link":"https://doi.org/10.1037/tps0000162","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018). Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum. Translational Issues in Psychological Science, 4(3), 245. https://doi.org/10.1037/tps0000162"},{"titulo":"A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in 6th grade children","autores":"Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N., & Gold, J","ano":"2014","link":"https://doi.org/10.1016/j.jsp.2014.03.002","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Britton, W. B., Lepp, N. E., Niles, H. F., Rocha, T., Fisher, N., & Gold, J. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in 6th grade children. Journal of School Psychology, 52(3), 263–278. https://doi.org/10.1016/j.jsp.2014.03.002"},{"titulo":"Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents","autores":"Broderick, P. C., & Metz, S","ano":"2009","link":"https://doi.org/10.1080/1754730X.2009.9715696","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35–46. https://doi.org/10.1080/1754730X.2009.9715696"},{"titulo":"An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds","autores":"Costello, E., & Lawler, M","ano":"2014","link":"","status_link":"sem_link_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Costello, E., & Lawler, M. (2014).An exploratory study of the effects of mindfulness on perceived levels of stress among school-children from lower socioeconomic backgrounds. The International Journal of Emotional Education, 6(2), 19"},{"titulo":"Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being","autores":"Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F","ano":"2016","link":"https://doi.org/10.3389/fpsyg.2016.00805","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being. 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V., Takano, K., Kuppens, P., & Raes, F","ano":"2017","link":"https://doi.org/10.1007/s12671-016-0658-x","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"der Gucht, K. V., Takano, K., Kuppens, P., & Raes, F. (2017). Potential moderators of the effects of a school-based mindfulness program on symptoms of depression in adolescents. 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Journal of Research in Childhood Education, 31(4), 465–477. https://doi.org/10.1080/02568543.2017.1343211"},{"titulo":"Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth","autores":"Eva, A. L., & Thayer, N. M","ano":"2017","link":"https://doi.org/10.1177/2156587217696928","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Eva, A. L., & Thayer, N. M. (2017). Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 580–591. https://doi.org/10.1177/2156587217696928"},{"titulo":"Mindfulness in school psychology: Applications for intervention and professional practice","autores":"Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W","ano":"2013","link":"https://doi.org/10.1002/pits.21695","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531–547. https://doi.org/10.1002/pits.21695"},{"titulo":"Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum","autores":"Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J","ano":"2015","link":"https://doi.org/10.1037/a0038256","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44. https://doi.org/10.1037/a0038256"},{"titulo":"Effect of a mindfulness training program on the impulsivity and aggression levels of adolescents with behavioral problems in the classroom","autores":"Franco, C., Amutio, A., López-González, L., Oriol, X., & Martínez-Taboada, C","ano":"2016","link":"https://doi.org/10.3389/fpsyg.2016.01385","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Franco, C., Amutio, A., López-González, L., Oriol, X., & Martínez-Taboada, C. (2016).Effect of a mindfulness training program on the impulsivity and aggression levels of adolescents with behavioral problems in the classroom. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01385"},{"titulo":"A pilot randomized trial evaluating a school-based mindfulness intervention for ethnic minority youth","autores":"Fung, J., Guo, S., Jin, J., Bear, L., & Lau, A","ano":"2016","link":"https://doi.org/10.1007/s12671-016-0519-7","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Fung, J., Guo, S., Jin, J., Bear, L., & Lau, A. (2016). A pilot randomized trial evaluating a school-based mindfulness intervention for ethnic minority youth. Mindfulness, 7(4), 819–828. https://doi.org/10.1007/s12671-016-0519-7Article"},{"titulo":"Students and teachers benefit from mindfulness-based stress reduction in a school-embedded pilot study","autores":"Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J","ano":"2016","link":"https://doi.org/10.3389/fpsyg.2016.00590","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J. (2016). Students and teachers benefit from mindfulness-based stress reduction in a school-embedded pilot study. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00590"},{"titulo":"A school‐based mindfulness intervention for urban youth: Exploring moderators of intervention effects","autores":"Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T","ano":"2012","link":"https://doi.org/10.1002/jcop.21505","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Gould, L. F., Dariotis, J. K., Mendelson, T., & Greenberg, M. T. (2012). A school‐based mindfulness intervention for urban youth: Exploring moderators of intervention effects. Journal of Community Psychology, 40(8), 968-982. https://doi.org/10.1002/jcop.21505"},{"titulo":"Effects of a mindful breathing exercise during reading fluency intervention for students with attentional difficulties","autores":"Idler, A. M., Mercer, S. H., Starosta, L., & Bartfai, J. M","ano":"2017","link":"https://doi.org/10.1007/s40688-017-0132-3","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Idler, A. M., Mercer, S. H., Starosta, L., & Bartfai, J. M. (2017). Effects of a mindful breathing exercise during reading fluency intervention for students with attentional difficulties. Contemporary School Psychology, 21(4), 323–334. https://doi.org/10.1007/s40688-017-0132-3"},{"titulo":"Mindfulness-based program embedded within the existing curriculum improves executive functioning and behavior in young children: A waitlist controlled trial","autores":"Janz, P., Dawe, S., & Wyllie, M","ano":"2019","link":"https://doi.org/10.3389/fpsyg.2019.02052","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Janz, P., Dawe, S., & Wyllie, M. (2019). Mindfulness-based program embedded within the existing curriculum improves executive functioning and behavior in young children: A waitlist controlled trial. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02052"},{"titulo":"Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents","autores":"Johnson, C., Burke, C., Brinkman, S., & Wade, T","ano":"2016","link":"https://doi.org/10.1016/j.brat.2016.03.002","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1–11. https://doi.org/10.1016/j.brat.2016.03.002"},{"titulo":"A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46","autores":"Johnson, C., Burke, C., Brinkman, S., & Wade, T","ano":"2017","link":"https://doi.org/10.1016/j.brat.2017.09.001","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: Do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46. https://doi.org/10.1016/j.brat.2017.09.001"},{"titulo":"Feasibility of a school-based mindfulness program for improving inhibitory skills in children with autism spectrum disorder","autores":"Juliano, A. C., Alexander, A. O., DeLuca, J., & Genova, H","ano":"2020","link":"https://doi.org/10.1016/j.ridd.2020.103641","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Juliano, A. C., Alexander, A. O., DeLuca, J., & Genova, H. (2020). Feasibility of a school-based mindfulness program for improving inhibitory skills in children with autism spectrum disorder. Research in Developmental Disabilities, 101, 103641. https://doi.org/10.1016/j.ridd.2020.103641"},{"titulo":"Gender differences in response to a school-based mindfulness training intervention for early adolescents","autores":"Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B","ano":"2018","link":"https://doi.org/10.1016/j.jsp.2018.03.004","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Kang, Y., Rahrig, H., Eichel, K., Niles, H. F., Rocha, T., Lepp, N. E., Gold, J., & Britton, W. B. (2018). Gender differences in response to a school-based mindfulness training intervention for early adolescents. Journal of School Psychology, 68, 163–176. https://doi.org/10.1016/j.jsp.2018.03.004"},{"titulo":"Preliminary evidence on the efficacy of mindfulness combined with traditional classroom management strategies","autores":"Kasson, E. M., & Wilson, A. N","ano":"2016","link":"https://doi.org/10.1007/s40617-016-0160-x","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Kasson, E. M., & Wilson, A. N. (2016). Preliminary evidence on the efficacy of mindfulness combined with traditional classroom management strategies. Behavior Analysis in Practice, 10(3), 242–251. https://doi.org/10.1007/s40617-016-0160-x"},{"titulo":"“Your brain becomes a rainbow”: Perceptions and traits of 4th-graders in a school-based mindfulness intervention","autores":"Keller, J., Ruthruff, E., Keller, P., Hoy, R., Gaspelin, N., & Bertolini, K","ano":"2017","link":"https://doi.org/10.1080/02568543.2017.1343212","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Keller, J., Ruthruff, E., Keller, P., Hoy, R., Gaspelin, N., & Bertolini, K. (2017). “Your brain becomes a rainbow”: Perceptions and traits of 4th-graders in a school-based mindfulness intervention. 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Contemporary School Psychology, 21(4), 317–322. https://doi.org/10.1007/s40688-017-0149-7"},{"titulo":"Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention","autores":"Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J","ano":"2013","link":"https://doi.org/10.1080/17439760.2013.779011","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Klatt, M., Harpster, K., Browne, E., White, S., & Case-Smith, J. (2013). Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention. 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Lessons learned from a mindfulness-based intervention with chronically ill youth. Clinical Practice in Pediatric Psychology, 1(2), 146. https://doi.org/10.1037/cpp0000015","autores":"","ano":"","link":"https://doi.org/10.1037/cpp0000015","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Lagor, A. F., Williams, D. J., Lerner, J. B., & McClure, K. S. (20130617). Lessons learned from a mindfulness-based intervention with chronically ill youth. Clinical Practice in Pediatric Psychology, 1(2), 146. https://doi.org/10.1037/cpp0000015"},{"titulo":"School-based cognitive mindfulness intervention for internalizing problems: Pilot study with Hong Kong elementary students","autores":"Lam, K","ano":"2016","link":"https://doi.org/10.1007/s10826-016-0483-9","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Lam, K. (2016). School-based cognitive mindfulness intervention for internalizing problems: Pilot study with Hong Kong elementary students. 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T","ano":"2016","link":"https://doi.org/10.1093/heapro/dau101","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Le, T. N., & Trieu, D. T. (2016). Feasibility of a mindfulness-based intervention to address youth issues in Vietnam. Health Promotion International, 31(2), 470–479. https://doi.org/10.1093/heapro/dau101"},{"titulo":"The effectiveness of acceptance and commitment therapy for adolescent mental health: Swedish and Australian pilot outcomes","autores":"Livheim, F., Hayes, L., Ghaderi, A., Magnusdottir, T., Högfeldt, A., Rowse, J., Turner, S., Hayes, S. C., & Tengström, A","ano":"2015","link":"https://doi.org/10.1007/s10826-014-9912-9","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Livheim, F., Hayes, L., Ghaderi, A., Magnusdottir, T., Högfeldt, A., Rowse, J., Turner, S., Hayes, S. C., & Tengström, A. (2015). The effectiveness of acceptance and commitment therapy for adolescent mental health: Swedish and Australian pilot outcomes. Journal of Child and Family Studies, 24(4), 1016–1030. https://doi.org/10.1007/s10826-014-9912-9"},{"titulo":"Mindfulness-based intervention in elementary school students with anxiety and depression: A series of n-of-1 trials on effects and feasibility","autores":"Malboeuf-Hurtubise, C., Lacourse, E., Herba, C., Taylor, G., & Amor, L. B","ano":"2017a","link":"https://doi.org/10.1177/2156587217726682","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Malboeuf-Hurtubise, C., Lacourse, E., Herba, C., Taylor, G., & Amor, L. B. (2017a). Mindfulness-based intervention in elementary school students with anxiety and depression: A series of n-of-1 trials on effects and feasibility. 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M., Krech, P. R., & Holley, L. C","ano":"2005","link":"https://doi.org/10.1300/J370v21n01_05","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Napoli, D. M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students. Journal of Applied School Psychology, 21(1), 99–125. https://doi.org/10.1300/J370v21n01_05"},{"titulo":"The impact of mindfulness education on elementary school students: Evaluation of the Master Mind program","autores":"Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C","ano":"2014","link":"https://doi.org/10.1080/1754730X.2014.916497","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the Master Mind program. Advances in School Mental Health Promotion, 7(3), 184–204. https://doi.org/10.1080/1754730X.2014.916497"},{"titulo":"A pilot study of contemplative practices with economically disadvantaged preschoolers: Children’s empathic and self-regulatory behaviors","autores":"Poehlmann-Tynan, J., Vigna, A. B., Weymouth, L. A., Gerstein, E. D., Burnson, C., Zabransky, M., Lee, P., & Zahn-Waxler, C","ano":"2016","link":"https://doi.org/10.1007/s12671-015-0426-3","status_link":"doi_na_fonte","fonte_base":"Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design — Phan et al., 2022","ref_bruta":"Poehlmann-Tynan, J., Vigna, A. B., Weymouth, L. A., Gerstein, E. D., Burnson, C., Zabransky, M., Lee, P., & Zahn-Waxler, C. (2016). 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T., & Marineau,"},{"titulo":"Evaluating the impact of interface agents in an intelligent tutoring systems authoring tool","autores":"Moundridou, M., & Virvou, M","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"How Effective are Pedagogical Agents for Learning? A Meta-Analytic Review — Schroeder, Adesope & Barouch Gilbert, 2013","ref_bruta":"Moundridou, M., & Virvou, M. (2001). Evaluating the impact of interface agents in an intelligent tutoring systems authoring tool. Advances in Human-Computer Interaction I: Proceedings of the PC-HCI (pp. 371-376). Patras, Greece: Typorama Publications"},{"titulo":"Evaluating the persona effect of an interface agent in a tutoring system","autores":"Moundridou, M., & Virvou, M","ano":"2002","link":"","status_link":"sem_link_na_fonte","fonte_base":"How Effective are Pedagogical Agents for Learning? A Meta-Analytic Review — Schroeder, Adesope & Barouch Gilbert, 2013","ref_bruta":"Moundridou, M., & Virvou, M. (2002). 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(2024) | Authors: Axelsson, Carl-Anton Werner & Nygren, Thomas | Year: 2024 | Title: The advantage of videos over text to boost adolescents' lateral reading in a digital workshop | DOI/URL: https://doi.org/10.1080/0144929X.2024.2308046 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition","autores":"Barzilai, Sarit; Ka'adan, Ibtisam","ano":"2017","link":"https://doi.org/10.1007/s11409-016-9165-7","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 3 | Study: Barzilai & Ka'adan (2017) | Authors: Barzilai, Sarit; Ka'adan, Ibtisam | Year: 2017 | Title: Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition | DOI/URL: https://doi.org/10.1007/s11409-016-9165-7 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!","autores":"Barzilai, S.; Stadtler, M.","ano":"2025","link":"https://doi.org/10.1016/j.compedu.2024.105210","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 4 | Study: Barzilai & Stadler (2025) | Authors: Barzilai, S.; Stadtler, M. | Year: 2025 | Title: Learning to Evaluate (Mis)information in an Online Game: Strategies Matter! | DOI/URL: https://doi.org/10.1016/j.compedu.2024.105210 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources","autores":"Barzilai, Sarit; Thomm , Eva; Shlomi-Elooz, Talia","ano":"2020","link":"https://doi.org/10.1016/j.learninstruc.2020.101367","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 5 | Study: Barzilai et al. (2020a) | Authors: Barzilai, Sarit; Thomm , Eva; Shlomi-Elooz, Talia | Year: 2020 | Title: Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources | DOI/URL: https://doi.org/10.1016/j.learninstruc.2020.101367 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds","autores":"Barzilai, S.; Mor-Hagani, S.; Zohar, A.R.; Shlomi-Elooz, T.; Ben-Yishai, R.","ano":"2020","link":"https://doi.org/10.1016/j.compedu.2020.103980","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 6 | Study: Barzilai et al. (2020b) | Authors: Barzilai, S.; Mor-Hagani, S.; Zohar, A.R.; Shlomi-Elooz, T.; Ben-Yishai, R. | Year: 2020 | Title: Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds | DOI/URL: https://doi.org/10.1016/j.compedu.2020.103980 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Misinformation Is Contagious: middle schools students learn how to evaluate and share information responsibly through a digital game","autores":"Barzilai S, Mor-Hagani S, Abed F, Tal-Savir D, Goldik N, Talmon I, Davidow O: Misinformation is contagious","ano":"2023","link":"https://doi.org/10.1016/j.compedu.2023.104832","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 7 | Study: Barzilai et al. (2023) - Study 1 | Authors: Barzilai S, Mor-Hagani S, Abed F, Tal-Savir D, Goldik N, Talmon I, Davidow O: Misinformation is contagious | Year: 2023 | Title: Misinformation Is Contagious: middle schools students learn how to evaluate and share information responsibly through a digital game | DOI/URL: https://doi.org/10.1016/j.compedu.2023.104832 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Misinformation Is Contagious: middle schools students learn how to evaluate and share information responsibly through a digital game","autores":"Barzilai S, Mor-Hagani S, Abed F, Tal-Savir D, Goldik N, Talmon I, Davidow O: Misinformation is contagious","ano":"2023","link":"https://doi.org/10.1016/j.compedu.2023.104832","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 8 | Study: Barzilai et al. (2023) - Study 2 | Authors: Barzilai S, Mor-Hagani S, Abed F, Tal-Savir D, Goldik N, Talmon I, Davidow O: Misinformation is contagious | Year: 2023 | Title: Misinformation Is Contagious: middle schools students learn how to evaluate and share information responsibly through a digital game | DOI/URL: https://doi.org/10.1016/j.compedu.2023.104832 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Scaffolding Source Evaluation During Document-Based Scientific Inquiry: The Contributions of Document Mapping and Shared Criteria Scaffolds","autores":"Barzilai, S.; Tal-Savi, D.; Abed, F; Mor-Hagani, S.; Chinn, C.","ano":"2024","link":"https://doi.org/10.1016/j.chb.2024.108547","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 9 | Study: Barzilai et al. (2024) | Authors: Barzilai, S.; Tal-Savi, D.; Abed, F; Mor-Hagani, S.; Chinn, C. | Year: 2024 | Title: Scaffolding Source Evaluation During Document-Based Scientific Inquiry: The Contributions of Document Mapping and Shared Criteria Scaffolds | DOI/URL: https://doi.org/10.1016/j.chb.2024.108547 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Promoting secondary school students' evaluation of source features of multiple documents","autores":"Braasch, J. L., Brâten, I., Stromso, H. I., Anmarkrud, 0., & Ferguson, L. E.","ano":"2013","link":"https://doi.org/10.1016/j.cedpsych.2013.03.003","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 10 | Study: Braasch et al. (2013) | Authors: Braasch, J. L., Brâten, I., Stromso, H. I., Anmarkrud, 0., & Ferguson, L. E. | Year: 2013 | Title: Promoting secondary school students' evaluation of source features of multiple documents | DOI/URL: https://doi.org/10.1016/j.cedpsych.2013.03.003 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Content integration across multiple documents reduces memory for sources","autores":"Braasch, L. G., McCabe, R. M., & Daniel, K.","ano":"2016","link":"https://doi.org/10.1007/s11145-015-9609-5","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 11 | Study: Braasch et al. (2016) | Authors: Braasch, L. G., McCabe, R. M., & Daniel, K. | Year: 2016 | Title: Content integration across multiple documents reduces memory for sources | DOI/URL: https://doi.org/10.1007/s11145-015-9609-5 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention with Follow-Up Data","autores":"Bråten, Ivar; Brante, Eva W.; Strømsø, Helge I.","ano":"2019","link":"https://doi.org/10.1002/rrq.253","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 12 | Study: Bråten et al. (2019) | Authors: Bråten, Ivar; Brante, Eva W.; Strømsø, Helge I. | Year: 2019 | Title: Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention with Follow-Up Data | DOI/URL: https://doi.org/10.1002/rrq.253 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Epistemic justification in multiple document literacy: A refutation text intervention.","autores":"Bråten, Ivar; Brandmo, Christian; Ferguson, Leila E.; Strømsø, Helge I.","ano":"2022","link":"https://doi.org/10.1016/j.cedpsych.2022.102122","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 13 | Study: Bråten et al. (2022) | Authors: Bråten, Ivar; Brandmo, Christian; Ferguson, Leila E.; Strømsø, Helge I. | Year: 2022 | Title: Epistemic justification in multiple document literacy: A refutation text intervention. | DOI/URL: https://doi.org/10.1016/j.cedpsych.2022.102122 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving Students' Ability to Identify and Use Source Information.","autores":"Britt, M. Anne; Aglinskas, Cindy","ano":"2002","link":"https://doi.org/10.1207/S1532690XCI2004_2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 14 | Study: Britt & Aglinskas (2002) - Study 1 | Authors: Britt, M. Anne; Aglinskas, Cindy | Year: 2002 | Title: Improving Students' Ability to Identify and Use Source Information. | DOI/URL: https://doi.org/10.1207/S1532690XCI2004_2 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving Students' Ability to Identify and Use Source Information.","autores":"Britt, M. Anne; Aglinskas, Cindy","ano":"2002","link":"https://doi.org/10.1207/S1532690XCI2004_2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 15 | Study: Britt & Aglinskas (2002) - Study 2a | Authors: Britt, M. Anne; Aglinskas, Cindy | Year: 2002 | Title: Improving Students' Ability to Identify and Use Source Information. | DOI/URL: https://doi.org/10.1207/S1532690XCI2004_2 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving Students' Ability to Identify and Use Source Information.","autores":"Britt, M. Anne; Aglinskas, Cindy","ano":"2002","link":"https://doi.org/10.1207/S1532690XCI2004_2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 16 | Study: Britt & Aglinskas (2002) - Study 2b | Authors: Britt, M. Anne; Aglinskas, Cindy | Year: 2002 | Title: Improving Students' Ability to Identify and Use Source Information. | DOI/URL: https://doi.org/10.1207/S1532690XCI2004_2 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving Students' Ability to Identify and Use Source Information.","autores":"Britt, M. Anne; Aglinskas, Cindy","ano":"2002","link":"https://doi.org/10.1207/S1532690XCI2004_2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 17 | Study: Britt & Aglinskas (2002) - Study 3 | Authors: Britt, M. Anne; Aglinskas, Cindy | Year: 2002 | Title: Improving Students' Ability to Identify and Use Source Information. | DOI/URL: https://doi.org/10.1207/S1532690XCI2004_2 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving college students’ fact checking strategies through lateral reading instruction in a general education civics course","autores":"Brodsky J, Brooks PJ, Scimeca D, Todorova R, Galati P, Batson M, Grosso R, Matthews M, Miller V, Caulfield M","ano":"2021","link":"https://doi.org/10.1186/s41235-021-00291-4","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 18 | Study: Brodsky et al. (2021) | Authors: Brodsky J, Brooks PJ, Scimeca D, Todorova R, Galati P, Batson M, Grosso R, Matthews M, Miller V, Caulfield M | Year: 2021 | Title: Improving college students’ fact checking strategies through lateral reading instruction in a general education civics course | DOI/URL: https://doi.org/10.1186/s41235-021-00291-4 | Sourcing Approach: 2 - lateral reading | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information","autores":"Brodsky, Jessica E.; Brooks, Patricia J.; Pavlounis, Dimitri; Johnston, Jessica L.","ano":"2023","link":"https://doi.org/10.1177/23328584231192106","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 19 | Study: Brodsky et al. (2023) | Authors: Brodsky, Jessica E.; Brooks, Patricia J.; Pavlounis, Dimitri; Johnston, Jessica L. | Year: 2023 | Title: Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information | DOI/URL: https://doi.org/10.1177/23328584231192106 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Using Historical Thinking Strategies for Improving Elementary Students' Content Knowledge and Attitudes towards Social Studies","autores":"Burnett, Lydia; Cuevas, Joshua","ano":"2023","link":"https://doi.org/10.20429/ger.2023.200102","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 20 | Study: Burnett & Cuevas (2023) | Authors: Burnett, Lydia; Cuevas, Joshua | Year: 2023 | Title: Using Historical Thinking Strategies for Improving Elementary Students' Content Knowledge and Attitudes towards Social Studies | DOI/URL: https://doi.org/10.20429/ger.2023.200102 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Reading and writing from multiple source documents in history: effects of strategy instruction with low to average high school writers","autores":"De La Paz, S., & Felton, M. K.","ano":"2010","link":"https://doi.org/10.1016/j.cedpsych.2010.03.001","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 21 | Study: De La Paz & Felton (2010) | Authors: De La Paz, S., & Felton, M. K. | Year: 2010 | Title: Reading and writing from multiple source documents in history: effects of strategy instruction with low to average high school writers | DOI/URL: https://doi.org/10.1016/j.cedpsych.2010.03.001 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning","autores":"De la Paz, S.; Felton, M.; Monte-Sano, C.","ano":"2014","link":"https://doi.org/10.1080/00933104.2014.908754","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 22 | Study: De la Paz et al. (2014) | Authors: De la Paz, S.; Felton, M.; Monte-Sano, C. | Year: 2014 | Title: Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning | DOI/URL: https://doi.org/10.1080/00933104.2014.908754 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies","autores":"De la Paz, S.; Monte-Sano, C.; Felton, M.; Croninger, R.; Jackson, C.; Piantedosi, K. W.","ano":"2016","link":"https://doi.org/10.1002/rrq.147","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 23 | Study: De la Paz et al. (2016) | Authors: De la Paz, S.; Monte-Sano, C.; Felton, M.; Croninger, R.; Jackson, C.; Piantedosi, K. W. | Year: 2016 | Title: A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies | DOI/URL: https://doi.org/10.1002/rrq.147 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"To click or not to click: Investigating conflict detection and sourcing in a multiple document hypertext environment","autores":"Delgado, Pablo; Stang Lund, Elisabeth; Salmerón, Ladislao; Bråten, Ivar","ano":"2020","link":"https://doi.org/10.1007/s11145-020-10030-8","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 24 | Study: Delgado et al. (2020) | Authors: Delgado, Pablo; Stang Lund, Elisabeth; Salmerón, Ladislao; Bråten, Ivar | Year: 2020 | Title: To click or not to click: Investigating conflict detection and sourcing in a multiple document hypertext environment | DOI/URL: https://doi.org/10.1007/s11145-020-10030-8 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Sourcing against misinformation: Effects of a scalable lateral reading training based on cognitive apprenticeship.","autores":"Fendt, Marvin; Nistor, Nicolae; Scheibenzuber, Christian; Artmann, Benedikt","ano":"2023","link":"https://doi.org/10.1016/j.chb.2023.107820","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 25 | Study: Fendt et al. (2023) | Authors: Fendt, Marvin; Nistor, Nicolae; Scheibenzuber, Christian; Artmann, Benedikt | Year: 2023 | Title: Sourcing against misinformation: Effects of a scalable lateral reading training based on cognitive apprenticeship. | DOI/URL: https://doi.org/10.1016/j.chb.2023.107820 | Sourcing Approach: 2 - lateral reading | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Read Between the Li(n)es: Pedagogical Lateral Reading Training to Enhance Information Discernment","autores":"Fendt, Marvin; Scheibenzuber, Christian; Edelsbrunner, Peter","ano":"2025","link":"NA","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 26 | Study: Fendt et al. (2025) | Authors: Fendt, Marvin; Scheibenzuber, Christian; Edelsbrunner, Peter | Year: 2025 | Title: Read Between the Li(n)es: Pedagogical Lateral Reading Training to Enhance Information Discernment | DOI/URL: NA | Sourcing Approach: 2 - lateral reading | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Could they do it differently?: narrative and argumentative changes in students' writing following discussion of \"hot\" historical issues","autores":"Goldberg, T., Schwarz, B. B., & Porat, D.","ano":"2011","link":"https://doi.org/10.1080/07370008.2011.556832","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 27 | Study: Goldberg et al. (2011) | Authors: Goldberg, T., Schwarz, B. B., & Porat, D. | Year: 2011 | Title: Could they do it differently?: narrative and argumentative changes in students' writing following discussion of \"hot\" historical issues | DOI/URL: https://doi.org/10.1080/07370008.2011.556832 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving multiple document comprehension with a lesson about multi-causal explanations in science","autores":"Griffin, Thomas D.; Jaeger, Allison J.; Britt, M. Anne; Wiley, Jennifer","ano":"2024","link":"https://doi.org/10.1007/s11251-023-09657-1","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 28 | Study: Griffin et al. (2024) | Authors: Griffin, Thomas D.; Jaeger, Allison J.; Britt, M. Anne; Wiley, Jennifer | Year: 2024 | Title: Improving multiple document comprehension with a lesson about multi-causal explanations in science | DOI/URL: https://doi.org/10.1007/s11251-023-09657-1 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Promoting sixth graders’ credibility evaluation of Web pages: An intervention study","autores":"Hämäläinen, Elina K.; Kiili, Carita; Marttunen, Miika; Räikkönen, Eija; Gonzalez-Ibanez, Roberto; Leppänen, Paavo H.T.","ano":"2020","link":"https://doi.org/10.1016/j.chb.2020.106372","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 29 | Study: Hämäläinen et al. (2020) | Authors: Hämäläinen, Elina K.; Kiili, Carita; Marttunen, Miika; Räikkönen, Eija; Gonzalez-Ibanez, Roberto; Leppänen, Paavo H.T. | Year: 2020 | Title: Promoting sixth graders’ credibility evaluation of Web pages: An intervention study | DOI/URL: https://doi.org/10.1016/j.chb.2020.106372 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most","autores":"Hämäläinen, Elina K.; Kiili, Carita; Räikkönen, Eija; Lakkala, Minna; Ilomäki, Liisa; Toom, Auli; Marttunen, Miika","ano":"2022","link":"https://doi.org/10.1007/s11251-022-09597-2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 30 | Study: Hämäläinen et al. (2022) | Authors: Hämäläinen, Elina K.; Kiili, Carita; Räikkönen, Eija; Lakkala, Minna; Ilomäki, Liisa; Toom, Auli; Marttunen, Miika | Year: 2022 | Title: Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most | DOI/URL: https://doi.org/10.1007/s11251-022-09597-2 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention.","autores":"Kammerer, Yvonne; Amann, Dorena G.; Gerjets, Peter","ano":"2015","link":"https://doi.org/10.1016/j.chb.2015.01.045","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 31 | Study: Kammerer et al. (2015) | Authors: Kammerer, Yvonne; Amann, Dorena G.; Gerjets, Peter | Year: 2015 | Title: When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention. | DOI/URL: https://doi.org/10.1016/j.chb.2015.01.045 | Sourcing Approach: 3 - sourcing | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Fostering secondary-school students intertext model formation when reading a set of websites: the effectiveness of source prompts","autores":"Kammerer Y, Meier N, Stahl E","ano":"2016","link":"https://doi.org/10.1016/j.compedu.2016.07.001","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 32 | Study: Kammerer et al. (2016) | Authors: Kammerer Y, Meier N, Stahl E | Year: 2016 | Title: Fostering secondary-school students intertext model formation when reading a set of websites: the effectiveness of source prompts | DOI/URL: https://doi.org/10.1016/j.compedu.2016.07.001 | Sourcing Approach: 3 - sourcing | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Synergies: effects of source representation and goal instructions on evidence quality, reasoning, and conceptual integration during aigumentation-driven inquiry","autores":"Kim, S. M., & Hannafin, M. J.","ano":"2016","link":"https://doi.org/10.1007/s11251-016-9381-1","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 33 | Study: Kim & Hannafin (2016) | Authors: Kim, S. M., & Hannafin, M. J. | Year: 2016 | Title: Synergies: effects of source representation and goal instructions on evidence quality, reasoning, and conceptual integration during aigumentation-driven inquiry | DOI/URL: https://doi.org/10.1007/s11251-016-9381-1 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Successfully promoting 21st century online research skills: interventions in 5th-grade classrooms","autores":"Kingsley, T. L., Cassady, J. C., & Tancock, S. M.","ano":"2015","link":"https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/5/","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 34 | Study: Kingsley et al. (2015) | Authors: Kingsley, T. L., Cassady, J. C., & Tancock, S. M. | Year: 2015 | Title: Successfully promoting 21st century online research skills: interventions in 5th-grade classrooms | DOI/URL: https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/5/ | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report","autores":"Lee, Yuan-Hsuan","ano":"2021","link":"https://doi.org/10.1016/j.iheduc.2020.100777","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 35 | Study: Lee (2021) | Authors: Lee, Yuan-Hsuan | Year: 2021 | Title: Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report | DOI/URL: https://doi.org/10.1016/j.iheduc.2020.100777 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Beyond Online Search Strategies: The Effects of Internet Epistemic Beliefs and Different Note-Taking Formats on Online Multiple Document Reading Comprehension","autores":"Lee, Yuan-Hsuan","ano":"2022","link":"https://doi.org/10.1111/jcal.12668","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 36 | Study: Lee (2022) | Authors: Lee, Yuan-Hsuan | Year: 2022 | Title: Beyond Online Search Strategies: The Effects of Internet Epistemic Beliefs and Different Note-Taking Formats on Online Multiple Document Reading Comprehension | DOI/URL: https://doi.org/10.1111/jcal.12668 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Building resilience to misinformation in communities of color: Results from two studies of tailored digital media literacy interventions","autores":"Lee AY, Moore R, Hancock J","ano":"2024","link":"https://doi.org/10.1177/14614448241227841","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 37 | Study: Lee et al. (2024) | Authors: Lee AY, Moore R, Hancock J | Year: 2024 | Title: Building resilience to misinformation in communities of color: Results from two studies of tailored digital media literacy interventions | DOI/URL: https://doi.org/10.1177/14614448241227841 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Practicing Critical Evaluation of Online Sources Improves Student Search Behavior.","autores":"Leeder, Chris; Shah, Chirag","ano":"2016","link":"https://doi.org/10.1016/j.acalib.2016.04.001","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 38 | Study: Leeder & Shah (2016) | Authors: Leeder, Chris; Shah, Chirag | Year: 2016 | Title: Practicing Critical Evaluation of Online Sources Improves Student Search Behavior. | DOI/URL: https://doi.org/10.1016/j.acalib.2016.04.001 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Do You Trust This Speaker? The Impact of Prompting on Middle-School Students' Consideration of Source When Watching Conflicting Videos","autores":"Lescarret; Julien Magnier; Valérie Le Floch; Jean-Christophe Sakdavong; Jean-Michel Boucheix; Franck Amadieu","ano":"2024","link":"https://doi.org/10.1007/s11251-023-09637-5","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 39 | Study: Lescarret et al. (2024) | Authors: Lescarret; Julien Magnier; Valérie Le Floch; Jean-Christophe Sakdavong; Jean-Michel Boucheix; Franck Amadieu | Year: 2024 | Title: Do You Trust This Speaker? The Impact of Prompting on Middle-School Students' Consideration of Source When Watching Conflicting Videos | DOI/URL: https://doi.org/10.1007/s11251-023-09637-5 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Teaching fourth and fifth graders to evaluate information sources during text comprehension","autores":"Macedo-Rouet, Mônica; Braasch, Jason L.G.; Britt, M. Anne; Rouet, Jean-François","ano":"2013","link":"https://doi.org/10.1080/07370008.2013.769995","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 40 | Study: Macedo-Rouet et al. (2013) | Authors: Macedo-Rouet, Mônica; Braasch, Jason L.G.; Britt, M. Anne; Rouet, Jean-François | Year: 2013 | Title: Teaching fourth and fifth graders to evaluate information sources during text comprehension | DOI/URL: https://doi.org/10.1080/07370008.2013.769995 | Sourcing Approach: 3 - sourcing | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Building resilience against online misinformation: A teacher-led training promoting evaluation strategies among lower secondary students","autores":"Marten P. & Stadtler M.","ano":"2025","link":"https://doi.org/10.1016/j.chb.2024.108548","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 41 | Study: Marten & Stadtler (2025) | Authors: Marten P. & Stadtler M. | Year: 2025 | Title: Building resilience against online misinformation: A teacher-led training promoting evaluation strategies among lower secondary students | DOI/URL: https://doi.org/10.1016/j.chb.2024.108548 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Can 5G Really Kill Birds?","autores":"Marten P. & Stadtler M.","ano":"2025","link":"NA","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 42 | Study: Marten & Stadtler (2025b) | Authors: Marten P. & Stadtler M. | Year: 2025 | Title: Can 5G Really Kill Birds? | DOI/URL: NA | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Effects of a classroom intervention on college students’ sourcing skills: replication and extension study.","autores":"Martínez, Magalí Ayelén; Saux, Gaston; Londra, Franco; Burin, Debora I.","ano":"2024","link":"https://doi.org/10.1080/0163853X.2024.2339738","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 43 | Study: Martínez et al. (2024) | Authors: Martínez, Magalí Ayelén; Saux, Gaston; Londra, Franco; Burin, Debora I. | Year: 2024 | Title: Effects of a classroom intervention on college students’ sourcing skills: replication and extension study. | DOI/URL: https://doi.org/10.1080/0163853X.2024.2339738 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Video-Lecture on Lateral Reading","autores":"Panizza, Folco; Ronzani, Piero; Martini, Carlo","ano":"2024","link":"NA","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 44 | Study: Martini et al. (2024) | Authors: Panizza, Folco; Ronzani, Piero; Martini, Carlo | Year: 2024 | Title: Video-Lecture on Lateral Reading | DOI/URL: NA | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention","autores":"Mason, Lucia; Junyent, Andrea Anahi; Tornatora, Maria Caterina","ano":"2014","link":"https://doi.org/10.1016/j.compedu.2014.03.016","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 45 | Study: Mason et al. (2014) | Authors: Mason, Lucia; Junyent, Andrea Anahi; Tornatora, Maria Caterina | Year: 2014 | Title: Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention | DOI/URL: https://doi.org/10.1016/j.compedu.2014.03.016 | Sourcing Approach: 3 - sourcing | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions","autores":"Mason, Lucia; Moe, Angelica; Tornatora, Maria Caterina; Ronconi, Angelica","ano":"2022","link":"https://doi.org/10.1007/978-3-031-15845-2_1","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 46 | Study: Mason et al. (2022) | Authors: Mason, Lucia; Moe, Angelica; Tornatora, Maria Caterina; Ronconi, Angelica | Year: 2022 | Title: Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions | DOI/URL: https://doi.org/10.1007/978-3-031-15845-2_1 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 3 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improvement in university students’ web savvy: an intervention study.","autores":"McGrew S, Smith M, Breakstone J, Ortega T, Wineburg S","ano":"2019","link":"https://doi.org/10.1111/bjep.12279","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 47 | Study: McGrew et al. (2019) | Authors: McGrew S, Smith M, Breakstone J, Ortega T, Wineburg S | Year: 2019 | Title: Improvement in university students’ web savvy: an intervention study. | DOI/URL: https://doi.org/10.1111/bjep.12279 | Sourcing Approach: 2 - lateral reading | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"The use of primary source historical documents, historical reasoning heuristics, and the subsequent development of historical empathy","autores":"Meier, Daniel J.","ano":"2010","link":"https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-99051-043","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 48 | Study: Meier (2010) | Authors: Meier, Daniel J. | Year: 2010 | Title: The use of primary source historical documents, historical reasoning heuristics, and the subsequent development of historical empathy | DOI/URL: https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-99051-043 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"A digital media literacy intervention for older adults improves resilience to fake news","autores":"Moore RC, Hancock JT","ano":"2022","link":"https://doi.org/10.1038/s41598-022-08437-0","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 65 | Study: Moore et al. (2022) | Authors: Moore RC, Hancock JT | Year: 2022 | Title: A digital media literacy intervention for older adults improves resilience to fake news | DOI/URL: https://doi.org/10.1038/s41598-022-08437-0 | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Identifying CRAAP on the Internet: A Source Evaluation Intervention","autores":"Muis, Krista R., Denton, Courntey A. & Dube, Adam","ano":"2022","link":"https://doi.org/10.14738/assrj.97.12670","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 49 | Study: Muis et al. (2022) | Authors: Muis, Krista R., Denton, Courntey A. & Dube, Adam | Year: 2022 | Title: Identifying CRAAP on the Internet: A Source Evaluation Intervention | DOI/URL: https://doi.org/10.14738/assrj.97.12670 | Sourcing Approach: 2 - lateral reading | Evaluation task: 3 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Teaching high school students to use heuristics while reading historical texts","autores":"Nokes, J.D.; Dole, J.A.;Hacker, D.A.","ano":"2007","link":"https://doi.org/10.1037/0022-066","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 50 | Study: Nokes et al. (2007) | Authors: Nokes, J.D.; Dole, J.A.;Hacker, D.A. | Year: 2007 | Title: Teaching high school students to use heuristics while reading historical texts | DOI/URL: https://doi.org/10.1037/0022-066 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Lateral reading and monetary incentives to spot disinformation about science.","autores":"Panizza, Folco; Ronzani, Piero; Martini, Carlo; Mattavelli, Simone; Morisseau, Tiffany; Motterlini, Matteo","ano":"2022","link":"https://doi.org/10.1038/s41598-022-09168-y","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 51 | Study: Panizza et al. (2022) - Study 1 | Authors: Panizza, Folco; Ronzani, Piero; Martini, Carlo; Mattavelli, Simone; Morisseau, Tiffany; Motterlini, Matteo | Year: 2022 | Title: Lateral reading and monetary incentives to spot disinformation about science. | DOI/URL: https://doi.org/10.1038/s41598-022-09168-y | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Lateral reading and monetary incentives to spot disinformation about science.","autores":"Panizza, Folco; Ronzani, Piero; Martini, Carlo; Mattavelli, Simone; Morisseau, Tiffany; Motterlini, Matteo","ano":"2022","link":"https://doi.org/10.1038/s41598-022-09168-y","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 52 | Study: Panizza et al. (2022) - Study 2 | Authors: Panizza, Folco; Ronzani, Piero; Martini, Carlo; Mattavelli, Simone; Morisseau, Tiffany; Motterlini, Matteo | Year: 2022 | Title: Lateral reading and monetary incentives to spot disinformation about science. | DOI/URL: https://doi.org/10.1038/s41598-022-09168-y | Sourcing Approach: 2 - lateral reading | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students' Use of Source Information.","autores":"Paul, Johanna; Stadtler, Marc; Bromme, Rainer","ano":"2019","link":"https://doi.org/10.1080/0163853X.2017.1402165","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 53 | Study: Paul et al. (2019) | Authors: Paul, Johanna; Stadtler, Marc; Bromme, Rainer | Year: 2019 | Title: Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students' Use of Source Information. | DOI/URL: https://doi.org/10.1080/0163853X.2017.1402165 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions.","autores":"Pérez, Ana; Potocki, Anna; Stadtler, Marc; Macedo-Rouet, Mônica; Paul, Johanna; Salmerón, Ladislao; Rouet, Jean-François","ano":"2018","link":"https://doi.org/10.1016/j.learninstruc.2018.04.006","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 54 | Study: Pérez et al. (2018) | Authors: Pérez, Ana; Potocki, Anna; Stadtler, Marc; Macedo-Rouet, Mônica; Paul, Johanna; Salmerón, Ladislao; Rouet, Jean-François | Year: 2018 | Title: Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. | DOI/URL: https://doi.org/10.1016/j.learninstruc.2018.04.006 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools","autores":"Reisman, A.","ano":"2012","link":"https://doi.org/10.1080/07370008.2011.634081","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 55 | Study: Reisman (2012) | Authors: Reisman, A. | Year: 2012 | Title: Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools | DOI/URL: https://doi.org/10.1080/07370008.2011.634081 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Integration in Multiple-Document Comprehension: A Natural Language Processing Approach","autores":"Sonia, Allison N.; Magliano, Joseph P.; McCarthy, Kathryn S.; Creer, Sarah D.; McNamara, Danielle S.; Allen, Laura, K.","ano":"2022","link":"https://doi.org/10.1080/0163853X.2022.2079320","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 56 | Study: Sonia et al. (2022) | Authors: Sonia, Allison N.; Magliano, Joseph P.; McCarthy, Kathryn S.; Creer, Sarah D.; McNamara, Danielle S.; Allen, Laura, K. | Year: 2022 | Title: Integration in Multiple-Document Comprehension: A Natural Language Processing Approach | DOI/URL: https://doi.org/10.1080/0163853X.2022.2079320 | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Dealing with multiple documents on the WWW: the role of metacognition in the formation of documents models","autores":"Stadtler, M., & Bromme, R.","ano":"2007","link":"https://doi.org/10.1007/s11412-007-901","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 57 | Study: Stadtler & Bromme (2007) | Authors: Stadtler, M., & Bromme, R. | Year: 2007 | Title: Dealing with multiple documents on the WWW: the role of metacognition in the formation of documents models | DOI/URL: https://doi.org/10.1007/s11412-007-901 | Sourcing Approach: 3 - sourcing | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Effects of the metacognitive computer-tool meta.ware on the web search of laypersons","autores":"Stadtler, M., & Bromme, R.","ano":"2008","link":"https://doi.org/10.1016/j.chb.200","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 58 | Study: Stadtler & Bromme (2008) | Authors: Stadtler, M., & Bromme, R. | Year: 2008 | Title: Effects of the metacognitive computer-tool meta.ware on the web search of laypersons | DOI/URL: https://doi.org/10.1016/j.chb.200 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Improving vocational students’ consideration of source information when deciding about science controversies","autores":"Stadtler, Marc; Scharrer, Lisa; Macedo-Rouet, Monica; Rouet, Jean-François; Bromme, Rainer","ano":"2016","link":"https://doi.org/10.1007/s11145-016-9623-2","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 59 | Study: Stadtler et al. (2016) | Authors: Stadtler, Marc; Scharrer, Lisa; Macedo-Rouet, Monica; Rouet, Jean-François; Bromme, Rainer | Year: 2016 | Title: Improving vocational students’ consideration of source information when deciding about science controversies | DOI/URL: https://doi.org/10.1007/s11145-016-9623-2 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Understanding the connection between epistemic beliefs and Internet searching","autores":"Ulyshen, T. Z., Koehler, M. J., & Gao, F.","ano":"2015","link":"https://doi.org/10.1177/0735633115599604","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 60 | Study: Ulyshen et al. (2015) | Authors: Ulyshen, T. Z., Koehler, M. J., & Gao, F. | Year: 2015 | Title: Understanding the connection between epistemic beliefs and Internet searching | DOI/URL: https://doi.org/10.1177/0735633115599604 | Sourcing Approach: 3 - sourcing | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Fostering students' evaluation behaviour while searching the internet","autores":"Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P.","ano":"2013","link":"https://doi.org/10.1007/s11251-012-9221-x","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 61 | Study: Walraven et al. (2013) | Authors: Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. | Year: 2013 | Title: Fostering students' evaluation behaviour while searching the internet | DOI/URL: https://doi.org/10.1007/s11251-012-9221-x | Sourcing Approach: 1 - multiple document literacy | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"Lateral Reading on the Open Internet: A District-Wide Field Study in High School Government Classes.","autores":"Wineburg, Sam; Breakstone, Joel; McGrew, Sarah; Smith, Mark D.; Ortega, Teresa","ano":"2022","link":"https://doi.org/10.1037/edu0000740","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 62 | Study: Wineburg et al. (2022) | Authors: Wineburg, Sam; Breakstone, Joel; McGrew, Sarah; Smith, Mark D.; Ortega, Teresa | Year: 2022 | Title: Lateral Reading on the Open Internet: A District-Wide Field Study in High School Government Classes. | DOI/URL: https://doi.org/10.1037/edu0000740 | Sourcing Approach: 2 - lateral reading | Evaluation task: 3 - short qualitative rating of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"The Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students","autores":"Wissinger, D.; De la Paz, S.; Jackson, C.","ano":"2021","link":"https://doi.org/10.1037/edu0000463","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 63 | Study: Wissinger et al. (2021) | Authors: Wissinger, D.; De la Paz, S.; Jackson, C. | Year: 2021 | Title: The Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students | DOI/URL: https://doi.org/10.1037/edu0000463 | Sourcing Approach: 4 - historical reasoning | Evaluation task: 4 - long qualitative rating (e.g. essay) of information snippets | OSF: https://osf.io/u3bhv/"},{"titulo":"The impact of instruction in the WWWDOT framework on students' disposition and ability to evaluate web sites as sources of information","autores":"Zhang, S., & Duke, N. K.","ano":"2011","link":"https://doi.org/10.1086/660687","status_link":"doi_ou_url_do_dataset_osf_nao_verificado_externamente","fonte_base":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment — Fendt, Muth & Edelsbrunner, 2025","ref_bruta":"StudyNo: 64 | Study: Zhang & Duke (2011) | Authors: Zhang, S., & Duke, N. K. | Year: 2011 | Title: The impact of instruction in the WWWDOT framework on students' disposition and ability to evaluate web sites as sources of information | DOI/URL: https://doi.org/10.1086/660687 | Sourcing Approach: 3 - sourcing | Evaluation task: 2 - quantitative rating of information snippets | OSF: https://osf.io/u3bhv/"}]},{"id":"fala-ativa","nome":"Fala ativa","categoria_completa":"Fala ativa / self-explanation / ASR","cluster":"engajamento","metric_pct":42,"metric_kind":"compreensão","desc":"Em vez de só ler, você responde em voz alta. A produção oral marca o conteúdo no cérebro de forma diferente da leitura silenciosa.","numero_reportado":"64 relatos; 69 efeitos + 15 estudos; 38 efeitos","numero_extraido":79,"numero_com_link":13,"fonte_base_principal":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","status":"fechado","observacao":"","fontes_base":[{"fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","numero_reportado":"64 relatos; 69 efeitos","link_ou_doi":"https://doi.org/10.1007/s10648-018-9434-x","extraidos":"64"},{"fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","numero_reportado":"15 estudos; 38 efeitos","link_ou_doi":"https://doi.org/10.1017/S0958344023000113","extraidos":"15"}],"estudos":[{"titulo":"The impact of text coherence on learning by self-explanation","autores":"Ainsworth, S., & Burcham, S","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Ainsworth, S., & Burcham, S. (2007). The impact of text coherence on learning by self-explanation. Learning and Instruction, 17(3), 286–303"},{"titulo":"Instructional aides to support a conceptual understanding of multiple representations","autores":"Berthold, K., & Renkl, A","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Berthold, K., & Renkl, A. (2009). Instructional aides to support a conceptual understanding of multiple representations. Journal of Educational Psychology, 101(1), 70–87"},{"titulo":"Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts","autores":"Berthold, K., Nueckles, M., & Renkl, A","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Berthold, K., Nueckles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17(5), 564–577"},{"titulo":"Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations","autores":"Berthold, K., Eysink, T. H. S., & Renkl, A","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Berthold, K., Eysink, T. H. S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science: An International Journal of the Learning Sciences, 37(4), 345–363"},{"titulo":"Prompting students to justify their response while problem solving: A nested, mixed-methods study (unpublished doctoral dissertation)","autores":"Bodvarsson, M. C","ano":"2005","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Bodvarsson, M. C. (2005). Prompting students to justify their response while problem solving: A nested, mixed-methods study (unpublished doctoral dissertation). University of Nebraska-Lincoln, USA"},{"titulo":"Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples","autores":"Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J","ano":"2013","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24–34"},{"titulo":"The influence of medical students’ self-explanations on diagnostic performance","autores":"Chamberland, M., St-Onge, C., Setrakian, J., Lanthier, L., Bergeron, L., Bourget, A., et al","ano":"2011","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Chamberland, M., St-Onge, C., Setrakian, J., Lanthier, L., Bergeron, L., Bourget, A., et al. (2011). The influence of medical students’ self-explanations on diagnostic performance. Medical Education, 45(7), 688–695"},{"titulo":"Eliciting self-explanations improves understanding","autores":"Chi, M. T. H., DeLeeuw, N., Chiu, M. H., & LaVancher, C","ano":"1994","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Chi, M. T. H., DeLeeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477"},{"titulo":"Learning by self-explaining causal diagrams in high-school biology","autores":"Cho, Y. H., & Jonassen, D. H","ano":"2012","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Cho, Y. H., & Jonassen, D. H. (2012). Learning by self-explaining causal diagrams in high-school biology. Asia Pacific Education Review, 13(1), 171–184"},{"titulo":"Content-free computer supports for self-explaining: Modifiable typing interface and prompting","autores":"Chou, C., & Liang, H","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Chou, C., & Liang, H. (2009). Content-free computer supports for self-explaining: Modifiable typing interface and prompting. Educational Technology & Society, 12(1), 121–133"},{"titulo":"Design of support tools for knowledge building in a virtual university course","autores":"Chung, S., Severance, C., & Chung, M. J","ano":"2003","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Chung, S., Severance, C., & Chung, M. J. (2003). Design of support tools for knowledge building in a virtual university course. Interactive Learning Environments, 11(1), 41–57"},{"titulo":"The effect of instructional explanations on learning from scientific texts","autores":"Coleman, E. B., Brown, A. L., & Rivkin, I. D","ano":"1997","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997). The effect of instructional explanations on learning from scientific texts. The Journal of the Learning Sciences, 6(4), 347–365"},{"titulo":"The deep-level-reasoning-question effect: the role of dialogue and deep-level-reasoning questions during vicarious learning","autores":"Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B. (2006). The deep-level-reasoning-question effect: the role of dialogue and deep-level-reasoning questions during vicarious learning. Cognition and Instruction, 24(4), 565–591"},{"titulo":"The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy","autores":"Crippen, K. J., & Earl, B. L","ano":"2007","link":"https://doi.org/10.1016/j.compedu.2005.11.018","status_link":"doi_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Crippen, K. J., & Earl, B. L. (2007). The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers and Education, 49(3), 809–821. https://doi.org/10.1016/j.compedu.2005.11.018"},{"titulo":"The effect of self-explanation and prediction on the development of principled understanding of chess in novices","autores":"de Bruin, A. B., Rikers, R. M., & Schmidt, H. G","ano":"2007","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"de Bruin, A. B., Rikers, R. M., & Schmidt, H. G. (2007). The effect of self-explanation and prediction on the development of principled understanding of chess in novices. Contemporary Educational Psychology, 32(2), 188–205"},{"titulo":"Learning by generating vs","autores":"de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F","ano":"2010","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010). Learning by generating vs. receiving instructional explanations: two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681–691"},{"titulo":"Exploring mathematics problems prepares children to learn from instruction","autores":"DeCaro, M. S., & Rittle-Johnson, B","ano":"2012","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"DeCaro, M. S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction. Journal of Experimental Child Psychology, 113(4), 552–568"},{"titulo":"Expertise acquisition in auditing: Training novice auditors to recognize cue relationships in real estate valuation","autores":"Earley, C. E","ano":"1998","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Earley, C. E. (1998). Expertise acquisition in auditing: Training novice auditors to recognize cue relationships in real estate valuation. (9906361 Ph.D.), Ann Arbor: University of Pittsburgh"},{"titulo":"Knowledge acquisition in auditing: training novice auditors to recognize cue relationships in real estate valuation","autores":"Earley, C. E","ano":"2001","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Earley, C. E. (2001). Knowledge acquisition in auditing: training novice auditors to recognize cue relationships in real estate valuation. The Accounting Review, 76(1), 81–97"},{"titulo":"How effective is instructional support for learning with computer simulations? Instructional Science, 41(1), 105–124","autores":"Eckhardt, M., Urhahne, D., Conrad, O., & Harms, U","ano":"2013","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Eckhardt, M., Urhahne, D., Conrad, O., & Harms, U. (2013). How effective is instructional support for learning with computer simulations? Instructional Science, 41(1), 105–124"},{"titulo":"Learner performance in multimedia learning arrangements: an analysis across instructional approaches","autores":"Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009). Learner performance in multimedia learning arrangements: an analysis across instructional approaches. American Educational Research Journal, 46(4), 1107–1149"},{"titulo":"Explanation generation, not explanation expectancy, improves metacomprehension accuracy","autores":"Fukaya, T","ano":"2013","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Fukaya, T. (2013). Explanation generation, not explanation expectancy, improves metacomprehension accuracy. Metacognition and Learning, 8(1), 1–18"},{"titulo":"Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16(2), 104–121","autores":"Gerjets, P., Scheiter, K., & Catrambone, R","ano":"2006","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16(2), 104–121"},{"titulo":"Designing a computer tutorial to correct a common student misconception in mathematics (unpublished doctoral dissertation)","autores":"Graf, E","ano":"2000","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Graf, E. (2000). Designing a computer tutorial to correct a common student misconception in mathematics (unpublished doctoral dissertation). University of Washington, USA"},{"titulo":"Individual differences, rereading, and self-explanation: concurrent processing and cue validity as constraints on metacomprehension accuracy","autores":"Griffin, T. D., Wiley, J., & Thiede, K. W","ano":"2008","link":"","status_link":"sem_link_na_fonte","fonte_base":"Inducing self-explanation: a meta-analysis — Bisra, Liu, Nesbit, Salimi & Winne, 2018","ref_bruta":"Griffin, T. D., Wiley, J., & Thiede, K. W. (2008). 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Cham: Springer, 333–343. https://doi.org/10. 1007/978-3-319-94505-7_27"},{"titulo":"ASR-based dictation practice for second language pronunciation improvement","autores":"McCrocklin, S","ano":"2019","link":"https://doi.org/10.1075/jslp.16034.mcc","status_link":"doi_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"McCrocklin, S. (2019) ASR-based dictation practice for second language pronunciation improvement. Journal of Second Language Pronunication, 5(1): 98–118. https://doi.org/10.1075/jslp.16034.mcc"},{"titulo":"Exploring the effects of automated pronunciation evaluation on L2 students in Thailand","autores":"Moxon, S","ano":"2021","link":"https://doi.org/10.22492/ije.9.3.03","status_link":"doi_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Moxon, S. (2021) Exploring the effects of automated pronunciation evaluation on L2 students in Thailand. IAFOR Journal of Education: Language Learning in Education, 9(3): 41–56. https://doi.org/10.22492/ije.9.3.03"},{"titulo":"The effectiveness of computer assisted pronunciation training for foreign language learning by children","autores":"Neri, A., Mich, O., Gerosa, M. & Giuliani, D","ano":"2008","link":"https://doi.org/10.1080/09588","status_link":"doi_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Neri, A., Mich, O., Gerosa, M. & Giuliani, D. (2008) The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5): 393–408. https://doi.org/10.1080/09588 220802447651"},{"titulo":"The study on automatic speech recognizer utilizing mobile platform on Korean EFL learners’ pronunciation development","autores":"Park, A. Y","ano":"2017","link":"https://doi.org/10.9728/dcs.2017.18.6.1101","status_link":"doi_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Park, A. Y. (2017) The study on automatic speech recognizer utilizing mobile platform on Korean EFL learners’ pronunciation development. Journal of Digital Contents Society, 18(6): 1101–1107. https://doi.org/10.9728/dcs.2017.18.6.1101"},{"titulo":"Computer-assisted pronunciation learning in a collaborative context: A case study in Taiwan","autores":"Tsai, P","ano":"2015","link":"","status_link":"sem_link_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Tsai, P. (2015) Computer-assisted pronunciation learning in a collaborative context: A case study in Taiwan. The Turkish Online Journal of Educational Technology, 14(4): 1–13"},{"titulo":"The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation","autores":"Young, S. S.-C. & Wang, Y.-H","ano":"2014","link":"","status_link":"sem_link_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Young, S. S.-C. & Wang, Y.-H. (2014) The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Educational Technology & Society, 17(3): 239–251"},{"titulo":"The effectiveness of pronunciation training software in ESL oral fluency development","autores":"Zuberek, S","ano":"2016","link":"https://doi.org/10.1017/S0958344023000113","status_link":"doi_na_fonte","fonte_base":"The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis — Ngo, Chen & Lai, 2023","ref_bruta":"Zuberek, S. (2016) The effectiveness of pronunciation training software in ESL oral fluency development. University of Illinois at Chicago, master’s thesis. https://indigo.uic.edu/articles/thesis/The_Effectiveness_of_Pronunciation_Training_Software_ in_ESL_Oral_Fluency_Development/10834157/1 About the authors Thuy Thi-Nhu Ngo is a doctoral student of the English Department at National Taiwan Normal University, Taipei, Taiwan. Her research interests include computer-assisted language learning and meta-analysis. HowardHao-Jan Chen is a distinguished professor of the English Departmentat National Taiwan Normal University, Taipei, Taiwan. Professor Chen has published several papers in Computer Assisted Language Learning, ReCALL, and several related language learning journals. His research interests include computer-assisted language learning, corpus research, and second language acquisition. KyleKuo-WeiLai isa doctoralstudentof theEnglishDepartmentat NationalTaiwanNormalUniversity, Taipei,Taiwan.His research interests include computer-assisted language learning and digital game-based language learning. Author ORCiD. Thuy Thi-Nhu Ngo, https://orcid.org/0000-0002-6722-1188 Author ORCiD. Howard Hao-Jan Chen, https://orcid.org/0000-0002-8943-5689 Author ORCiD. Kyle Kuo-Wei Lai, https://orcid.org/0000-0001-9156-6744 ReCALL 21 https://doi.org/10.1017/S0958344023000113 Published online by Cambridge University Press"}]},{"id":"ambiente-foco","nome":"Ambiente de foco","categoria_completa":"Ambiente de foco / ruído / controle ambiental","cluster":"foco","metric_pct":56,"metric_kind":"desempenho","desc":"Cores, sons, animações e silêncios desenhados para colocar você em estado de fluxo — não competir com ele.","numero_reportado":"21 estudos; 152 efeitos","numero_extraido":40,"numero_com_link":37,"fonte_base_principal":"Acute noise exposure and cognitive performance: a meta-analysis — fonte Springer, 2024","status":"fechado","observacao":"","fontes_base":[{"fonte_base":"Acute noise exposure and cognitive performance: a meta-analysis — fonte Springer, 2024","numero_reportado":"21 estudos; 152 efeitos","link_ou_doi":"https://doi.org/10.1007/s10111-023-00746-2","extraidos":"40"}],"estudos":[{"titulo":"White noise enhances new-word learning in healthy adults","autores":"Angwin AJ, Wilson WJ, Arnott WL, Signorini A, Barry RJ, Copland DA","ano":"2017","link":"https://doi.org/10.1038/s41598-017-13383-3","status_link":"doi_na_fonte","fonte_base":"Acute noise exposure and cognitive performance: a meta-analysis — fonte Springer, 2024","ref_bruta":"Angwin AJ, Wilson WJ, Arnott WL, Signorini A, Barry RJ, Copland DA (2017) White noise enhances new-word learning in healthy adults. 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Br J Psychol 72(3):299–316. https://doi.org/10.1111/j.2044-8295.1981.tb02188.xArticle"},{"titulo":"Auditory white noise enhances cognitive performance under certain conditions: examples from visuo-spatial working memory and dichotic listening tasks","autores":"Söderlund G, Marklund E, Lacerda F","ano":"2009","link":"","status_link":"sem_link_na_fonte","fonte_base":"Acute noise exposure and cognitive performance: a meta-analysis — fonte Springer, 2024","ref_bruta":"Söderlund G, Marklund E, Lacerda F (2009) Auditory white noise enhances cognitive performance under certain conditions: examples from visuo-spatial working memory and dichotic listening tasks. In: The XXIIth Swedish phonetics conference. 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