Allison J. Jaeger
Cited by
Cited by
Do illustrations help or harm metacomprehension accuracy?
AJ Jaeger, J Wiley
Learning and Instruction 34, 58-73, 2014
Improving metacomprehension accuracy in an undergraduate course context.
J Wiley, TD Griffin, AJ Jaeger, AF Jarosz, PJ Cushen, KW Thiede
Journal of Experimental Psychology: Applied 22 (4), 393, 2016
25 The Individual Differences in Working Memory Capacity Principle in Multimedia Learning
J Wiley, CA Sanchez, AJ Jaeger
Cambridge Multimedia Handbook, 598-619, 2014
If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment
CA Sanchez, AJ Jaeger
Psychonomic bulletin & review 22 (1), 206-211, 2015
Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science
J Wiley, P Hastings, D Blaum, AJ Jaeger, S Hughes, P Wallace, TD Griffin, ...
International Journal of Artificial Intelligence in Education 27 (4), 758-790, 2017
Reading an analogy can cause the illusion of comprehension
AJ Jaeger, J Wiley
Discourse Processes 52 (5-6), 376-405, 2015
Clarifying readers’ goals for learning from expository science texts
J Wiley, IK Ash, CA Sanchez, A Jaeger
Text relevance and learning from text, 353-374, 2011
Sketching and summarizing to reduce memory for seductive details in science text.
AJ Jaeger, MN Velazquez, A Dawdanow, TF Shipley
Journal of Educational Psychology 110 (7), 899, 2018
When, and for whom, analogies help: The role of spatial skills and interleaved presentation.
AJ Jaeger, AR Taylor, J Wiley
Journal of Educational Psychology 108 (8), 1121, 2016
2D cartography training: Has the time come for a paradigm shift?
C Carbonell-Carrera, AJ Jaeger, TF Shipley
ISPRS International Journal of Geo-Information 7 (5), 197, 2018
Effects of Instructional Conditions on Comprehension from Multiple Sources in History and Science.
J Wiley, AJ Jaeger, TD Griffin
Grantee Submission, 2018
The roles of working memory and cognitive load in geoscience learning
AJ Jaeger, TF Shipley, SJ Reynolds
Journal of Geoscience Education 65 (4), 506-518, 2017
Spatial and temporal embedding for science inquiry: An empirical study of student learning
T Moher, J Wiley, A Jaegar, BL Silva, F Novellis, D Kilb
International Society of the Learning Sciences (ISLS), 2010
Leveling the playing field: Grounding learning with embedded simulations in geoscience
AJ Jaeger, J Wiley, T Moher
Cognitive Research: Principles and Implications 1 (1), 1-14, 2016
Inconsistent operations: A weapon of math disruption
AF Jarosz, AJ Jaeger
Applied Cognitive Psychology 33 (1), 124-138, 2019
When analogies harm: The effects of analogies on metacomprehension
J Wiley, AJ Jaeger, AR Taylor, TD Griffin
Learning and Instruction 55, 113-123, 2018
When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning
AJ Jaeger, JA Marzano, TF Shipley
Applied Cognitive Psychology 34 (4), 844-861, 2020
Research on cognitive domain in geoscience learning: Temporal and spatial reasoning
K Ryker, AJ Jaeger, S Brande, M Guereque, J Libarkin, TF Shipley
Making connections: Improving student learning about climate change
A Jaeger, TD Griffin, MA Britt, J Wiley
25th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN …, 2015
What Does the Punched Holes Task Measure?
AJ Jaeger
University of Illinois at Chicago, 2015
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