丁香园AV

Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta鈥揳nalysis. Journal of Educational Psychology, 104, 250鈥�263.

Nesbit, J. C., & Adesope, O. O. (2011). Learning from animated concept maps with concurrent audio narration. Journal of Experimental Education, 79, 209鈥�230.

Haugwitz, M., Nesbit, J. C., Sandmann, A. (2010). Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences, 20, 536鈥�543.

Winne, P. H., & Nesbit, J. C. (2010). The psychology of school performance. Annual Review of Psychology, 61, 653鈥�678.

Maruyama, K., Zhou, M., & Nesbit, J. C. (2009). A cross鈥恈ultural examination of the psychometric properties of responses to the achievement goal questionnaire.Educational and Psychological Measurement, 69, 266鈥�286.

Hadwin, A.F., Nesbit, J. C., Code, J., Jamieson鈥怤oel, D., & Winne, P.H. (2007). Examining trace data to explore self鈥恟egulated learning. Metacognition and Learning, 2, 107鈥�124.

Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating quality of multimedia learning resources. Educational Technology & Society, 10(2), 44鈥�59.

Nesbit, J. C., Winne, P. H., Jamieson鈥怤oel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339鈥�358.

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta鈥恆nalysis. Review of Educational Research, 76, 413鈥�448.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self鈥恟egulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105鈥�113.

Li, J., Nesbit, J. C., & Richards, G. (2006). Evaluating learning objects across boundaries: The semantics of localization. International Journal of Distance Education Technologies, 4(1), 17鈥�30.

Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1鈥�24.

Richards, G. & Nesbit, J. C. (2004). The teaching of quality: Convergent participation for the professional development of learning object designers. International Journal of Technologies in Higher Education, 1(3), 56鈥�63.

Nesbit, J. C. & Winne, P. H. (2003). Self鈥搑egulated inquiry with networked resources.Canadian Journal of Learning and Technology, 29(3), 71鈥�91.

Vargo, J., Nesbit, J. C., Belfer, K., & Archambault, A. (2003). Learning object evaluation: Computer mediated collaboration and inter鈥搑ater reliability. InternationalJournal of Computers and Applications, 25 (3), 198鈥�205.

Nesbit, J. C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluation of learning objects. Canadian Journal of Learning and Technology, 28 (3), 105鈥�120.

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students鈥� self鈥搑eports about how they study. Journal of Educational Psychology, 93, 477鈥�487.

Winne, P., Gupta, L., & Nesbit, J. (1994). Exploring individual differences in studying strategies using graph theoretic statistics. Alberta Journal of Educational Research, 40, 177鈥�193.

Nesbit, J. (1992). Motivation and item sequencing in paired鈥揳ssociate drill. Journal of Computer鈥揃ased Instruction, 19, 119鈥�124.

Nesbit, J. & Yamamoto, N. (1991). Sequencing confusable items in paired鈥揳ssociate drill. Journal of Computer鈥揃ased Instruction, 18, 7鈥�13.

Yamamoto, N., Nesbit, J. & Nakayama, K. (1991). Procedure definition and higher鈥搊rder programming in HyperLogo. Computers and Education, 17, 155鈥�162.

Nesbit, J. & Nakayama, K. (1990). Sequence comparison applied to correction and markup of multi鈥搘ord responses. CALICO Journal, June, 27鈥�34.

Nesbit, J. & Nakayama, K. (1990). Response markup with an edit distance algorithm: A technique for providing learners with feedback on misspellings.Computers and Education, 14, 271鈥�279.

Nesbit, J., & Hunka, S. (1987). A method for sequencing instructional objectives that minimizes memory load. Instructional Science, 16, 137鈥�150.

Nesbit, J. (1986). The accuracy of approximate string matching algorithms. Journal of Computer鈥揃ased Instruction, 13, 80鈥�83.

Nesbit, J. (1985). Approximate string matching in response analysis. Journal of Computer鈥揃ased Instruction, 12, 71鈥�75.

Tees, R. C., Midgley, G., & Nesbit, J. C. (1982). Generalization after form discrimination in light鈥恟eared and dark鈥恟eared rats. Developmental Psychobiology, 15, 59鈥�70.

Tees, R. C., Midgley, G., & Nesbit, J. C. (1981). The effect of early visual experience on spatial maze learning in rats. Developmental Psychobiology, 14, 425鈥�438.