Page 1435 - theCambridgehandbookofintelligence1

AÉcòs ∏d êójôѪ«c á©eÉL π«dO 1434

Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of
children in first and second grade. Journal of Educational Psychology, 78, 243-255.

Kalyuga, S. (2005). Prior knowledge principle in multimedia learning. In R. E. Mayer (Ed.),
The Cambridge handbook of multimedia learning (pp. 325-338). New York, NY:
Cambridge University Press.

Krampe, R. T., & Baltes, P. B. (2003). Intelligence as adaptive resource development and
resource allocation: A new look through the lenses of SOC and Expertise. In R. J.
Sternberg, & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and
expertise (pp. 31-70). New York, NY: Cambridge University Press.

Lipson, M. Y. (1983). The influence of religious affiliation on children s memory for text
information. Reading Research Quarterly, 18, 448-457.

Marr, M. B., & Gormley, K. (1982). Children s recall of familiar and unfamiliar text. Reading
Research Quarterly, 18, 89-104.

Martinez, M. E. (2000). Education as the cultivation of intelligence. Mahwah, NJ: Erlbaum.
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruc-

tion accommodate verbalizer-visualizer cognitive style? Learning and Individual
Differences, 16, 321-336.
Mayer, R. E. (1981). Frequency norms and structural analysis of algebra story problems into
families, categories, and templates. Instructional Science, 10, 135-175.
Mayer, R. E. (2003a). E. L. Thorndike s enduring contributions to educational psychol-
ogy. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century
of contributions (pp. 113-154). Washington, DC: American Psychology Association.
Mayer, R. E. (2003b). What causes individual differences in cognitive performance? In R. J.
Sternberg & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and
expertise (pp. 263-274). New York, NY: Cambridge University Press.
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson
Merrill Prentice-Hall.
Mayer, R. E. (in press). Applying the science of learning. Upper Saddle River, NJ: Pearson
Merrill Prentice-Hall.
Moreno, R., & Mayer, R. E. (1999). Multimedia supported metaphors for meaning making
in mathematics. Journal of Educational Psychology, 92, 724-733.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (in press). Learning styles: Concepts and
evidence. Psychological science in the public interest.
Pearson, P. D., Hanson, J., & Gordon, C. (1979). The effect of background knowledge on
young children s comprehension of explicit and implicit information. Journal of
Reading Behavior, 11, 201-209.
Reed, S. K. (1999). Word problems. Mahwah, NJ: Erlbaum.