In: Journal of Neurology, 2015, vol. 262, no. 1, p. 194-202
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In: Business & Information Systems Engineering, 2015, vol. 57, no. 4, p. 279-292
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In: Journal of Population Economics, 2015, vol. 28, no. 4, p. 1097-1135
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In: Semiotica, 2017, vol. 2017, no. 215, p. 1-42
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In: Journal of Glaciology, 2020, vol. 66, no. 255, p. 35–48
The high-Alpine ice-core drilling site Colle Gnifetti (CG), Monte Rosa, Swiss/Italian Alps, provides climate records over the last millennium and beyond. However, the full exploitation of the oldest part of the existing ice cores requires complementary knowledge of the intricate glacio-meteorological settings, including glacier dynamics. Here, we present new ice-flow modeling studies of CG,...
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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: Learning and Instruction, 2013, vol. 27, p. 40-49
The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 × 2 design with representation mode (verbal vs. pictorial) and learning activity (self-generating vs. studying) as...
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In: Neuroscience, 2019, vol. 421, p. 82–94
Training inhibitory control, the ability to suppress motor or cognitive processes, not only enhances inhibition processes, but also reduces the perceived value and behaviors toward the stimuli associated with the inhibition goals during the practice. While these findings suggest that inhibitory control training interacts with the aversive and reward systems, the underlying spatio-temporal...
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In: Frontiers in Psychology, 2019, vol. 10, no. 1604, p. 1-6
Psycholinguistic investigations of the way readers and speakers perceive gender have shown several biases associated with how gender is linguistically realized in language. Although such variations across languages offer interesting grounds for legitimate cross- linguistic comparisons, pertinent characteristics of grammatical systems – especially in terms of their gender asymmetries –...
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