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The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia

✍ Scribed by Kühl, Tim; Eitel, Alexander; Damnik, Gregor; Körndle, Hermann

Book ID
122141743
Publisher
Elsevier Science
Year
2014
Tongue
English
Weight
557 KB
Volume
35
Category
Article
ISSN
0747-5632

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## Abstract Using longitudinal data, this chapter expands the use of Weidman's Model of Undergraduate Socialization by applying it to components of college student socialization, social class, and race and how these elements work together to influence need for cognition.