A study was conducted to test the effect of two different forms of real-time visual feedback on expressive percussion performance. Conservatory percussion students performed imitations of recorded teacher performances while receiving either high-level feedback on the expressive style of their performances, low-level feedback on the timing and dynamics of the performed notes, or no feedback. The...

The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spat...

The disfluency effect postulates that intentionally inserted desirable difficulties can have a beneficial on learning. Nevertheless, there is an ongoing discussion about the emergence of this since studies could not replicate or even found opposite effects. To clarify boundary effects and to investigate potential social operationalized through handwritten material, three ( N 1 = 97; 2 102; 3 10...

BACKGROUND Evidence suggests obesity exerts a negative impact on cognition. Major Depressive Disorder (MDD) is also linked to problems in cognitive functioning. Obesity is highly prevalent in individuals with MDD and is linked to a failure to return to a full level of functioning. The study's objective was to investigate the effect of obesity on cognitive impairment in participants with MDD. ...

This paper offers a conceptual framework on test design from the perspective of social semiotics. Items are defined as arrangements features intended to represent information, convey meaning, and capture information examinees’ knowledge or skills given content. The typology semiotic resources used create items discusses item representational complexity—the multiple ways in which an related each...

Complex learning aims at the integration of knowledge, skills and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning, but due to the complexity of those tasks learning may be hampered by the limited processing...