In: International Journal of Communication, 2020, vol. 14, p. 4343-4363
This study analyzes cultural mediation in international exchange participant blogs, exploring their significance for relational public diplomacy. We recognize exchange participant blogs as a site of public diplomacy at work. Moving beyond the dominant assumption guiding exchange programs as exporting values and ideas to foreign publics, we consider the extent to which the public engages in...
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In: Schizophrenia Bulletin, 2017, vol. 43, no. 4, p. 745-753
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In: Acta Neurochirurgica, 2015, vol. 157, no. 9, p. 1449-1458
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In: Handai ongaku gakuhō / Journal of Handai Music Studies, 2020/16/17//15-42
Commonly said to embody the 'urbane' and 'refined' lifestyle of metropolitan Tokyo and to prefigure the transnational and consumerist characteristics of today's mainstream J-Pop, Japanese City Pop has undergone several recontextualizations since it first surfaced in the last quarter of the 20th century. I use City Pop as an example to interrogate the intermedial qualities of the processes at...
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In: European Journal of Psychology of Education, 2016, vol. 31, no. 4, p. 499-513
In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the...
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In: Instructional Science, 2015, vol. 43, no. 3, p. 345-364
In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the illustrated text without strategy instructions. In...
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In: Learning and Instruction, 2012, vol. 22, no. 1, p. 16-26
The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)— and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization...
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In: Metacognition and Learning, 2015, vol. 10, no. 3, p. 313-346
In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive selfregulation training with a specific focus on the quality of...
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In: Linguistik online, 2019/100/7/19/65-94
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In: Brain Topography, 2014, vol. 27, no. 3, p. 329-337
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