Example of Cognition and Instruction format
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Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format
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Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format Example of Cognition and Instruction format
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Cognition and Instruction — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #71 of 1319 up up by 29 ranks
Developmental and Educational Psychology #38 of 332 up up by 41 ranks
Psychology (all) #28 of 203 up up by 21 ranks
Experimental and Cognitive Psychology #22 of 148 up up by 28 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 72 Published Papers | 387 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 10/07/2020
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Related Journals

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Quality:  
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CiteRatio: 3.2
SJR: 1.063
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Wiley

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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.516

24% from 2018

Impact factor for Cognition and Instruction from 2016 - 2019
Year Value
2019 2.516
2018 3.3
2017 2.654
2016 1.217
graph view Graph view
table view Table view

5.4

13% from 2019

CiteRatio for Cognition and Instruction from 2016 - 2020
Year Value
2020 5.4
2019 4.8
2018 4.3
2017 3.5
2016 5.0
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 24% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 13% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

2.555

110% from 2019

SJR for Cognition and Instruction from 2016 - 2020
Year Value
2020 2.555
2019 1.217
2018 1.482
2017 1.143
2016 1.501
graph view Graph view
table view Table view

2.574

35% from 2019

SNIP for Cognition and Instruction from 2016 - 2020
Year Value
2020 2.574
2019 1.912
2018 1.689
2017 1.372
2016 2.008
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 110% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 35% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Cognition and Instruction

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Taylor and Francis

Cognition and Instruction

Five-Year Impact Factor: 2.203 © 2012 Thomson Reuters, Journal Citation Reports ® for 2011 ranks Cognition and Instruction in Psychology, Educational and Psychology, Experimental. Among education journals, Cognition and Instruction ’s distinctive niche is rigorous study of fou...... Read More

Education

Developmental and Educational Psychology

General Psychology

Experimental and Cognitive Psychology

Social Sciences

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Last updated on
10 Jul 2020
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ISSN
0737-0008
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Impact Factor
High - 1.697
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1207/S1532690XCI0102_1
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

Abstract:

Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and... Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of... read more read less

Topics:

Reciprocal teaching (76%)76% related to the paper, Comprehension (54%)54% related to the paper, Learning by teaching (53%)53% related to the paper, Teaching method (52%)52% related to the paper, Reciprocal (52%)52% related to the paper
View PDF
5,127 Citations
open accessOpen access Journal Article DOI: 10.1207/S1532690XCI0804_2
Cognitive Load Theory and the Format of Instruction
Paul Chandler, John Sweller1

Abstract:

Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate dis... Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source information may generate a heavy cognitive load, because material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology instructional materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout th... read more read less

Topics:

Split attention effect (62%)62% related to the paper, Cognitive load (58%)58% related to the paper, Expertise reversal effect (57%)57% related to the paper, Cognitive resource theory (52%)52% related to the paper
View PDF
2,512 Citations
open accessOpen access Journal Article DOI: 10.1207/S1532690XCI1002
Toward an Epistemology of Physics

Abstract:

(1993). Toward an Epistemology of Physics. Cognition and Instruction: Vol. 10, No. 2-3, pp. 105-225.
1,768 Citations
Journal Article DOI: 10.1207/S1532690XCI1601_2
Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students
Barbara Y. White, John R. Frederiksen1

Abstract:

Our objective has been to develop an instructional theory and corresponding curricular materials that make scientific inquiry accessible to a wide range of students, including younger and lower achieving students. We hypothesized that this could be achieved by recognizing the importance of metacognition and creating an instru... Our objective has been to develop an instructional theory and corresponding curricular materials that make scientific inquiry accessible to a wide range of students, including younger and lower achieving students. We hypothesized that this could be achieved by recognizing the importance of metacognition and creating an instructional approach that develops students' metacognitive knowledge and skills through a process of scaffolded inquiry, reflection, and generalization. Toward this end, we collaborated with teachers to create a computer enhanced, middle school science curriculum that engages students in learning about and reflecting on the processes of scientific inquiry as they construct increasingly complex models of force and motion phenomena. The resulting ThinkerTools Inquiry Curriculum centers around a metacognitive model of research, called the Inquiry Cycle, and a metacognitive process, called Reflective Assessment, in which students reflect on their own and each other's inquiry. In this article, we report on instructional trials of the curriculum by teachers in urban classrooms, including a controlled comparison to determine the impact of including or not including the Reflective Assessment Process. Overall, the curriculum proved successful and students' performance improved significantly on both physics and inquiry assessments. The controlled comparison revealed that students' learning was greatly facilitated by Reflective Assessment. Furthermore, adding this metacognitive process to the curriculum was particularly beneficial for low-achieving students: Performance on their research projects and inquiry tests was significantly closer to that of high-achieving students than was the case in the control classes. Thus, this approach has the valuable effect of reducing the educational disadvantage of low-achieving students while also being beneficial for high-achieving students. We argue that these findings have strong implications for what such metacognitively focused, inquiry-oriented curricula can accomplish, particularly in urban school settings in which there are many disadvantaged students. (http://www.tandfonline.com/doi/abs/10.1207/s1532690xci1601_2) read more read less

Topics:

Curriculum development (57%)57% related to the paper, Curriculum (55%)55% related to the paper, Science education (55%)55% related to the paper, Teaching method (54%)54% related to the paper, Instructional theory (54%)54% related to the paper
1,419 Citations
Journal Article DOI: 10.1207/S1532690XCI1203_1
Why Some Material Is Difficult to Learn
John Sweller1, Paul Chandler

Abstract:

The experiments reported in this article flow from the following assumptions concerning our cognitive processes: (a) Schema acquisition and automation are major learning mechanisms when dealing with higher cognitive activities and are designed to circumvent our limited working memories and emphasize our highly effective long-... The experiments reported in this article flow from the following assumptions concerning our cognitive processes: (a) Schema acquisition and automation are major learning mechanisms when dealing with higher cognitive activities and are designed to circumvent our limited working memories and emphasize our highly effective long-term memories. (b) A limited working memory makes it difficult to assimilate multiple elements of information simultaneously. (c) Under conditions where multiple elements of information interact, they must be assimilated simultaneously. (d) As a consequence, a heavy cognitive load is imposed when dealing with material that has a high level of element interactivity. (e) High levels of element interactivity and their associated cognitive loads may be caused both by intrinsic nature of the material being learned and by the method of presentation. (f) If the intrinsic element interactivity and consequent cognitive load are low, the extraneous cognitive load is critical when dealing with i... read more read less

Topics:

Worked-example effect (62%)62% related to the paper, Cognitive load (62%)62% related to the paper, Split attention effect (60%)60% related to the paper, Expertise reversal effect (53%)53% related to the paper, Interactivity (52%)52% related to the paper
View PDF
1,364 Citations
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Frequently asked questions

1. Can I write Cognition and Instruction in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Cognition and Instruction guidelines and auto format it.

2. Do you follow the Cognition and Instruction guidelines?

Yes, the template is compliant with the Cognition and Instruction guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Cognition and Instruction?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Cognition and Instruction citation style.

4. Can I use the Cognition and Instruction templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Cognition and Instruction.

5. Can I use a manuscript in Cognition and Instruction that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Cognition and Instruction that you can download at the end.

6. How long does it usually take you to format my papers in Cognition and Instruction?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Cognition and Instruction.

7. Where can I find the template for the Cognition and Instruction?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Cognition and Instruction's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Cognition and Instruction's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Cognition and Instruction an online tool or is there a desktop version?

SciSpace's Cognition and Instruction is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Cognition and Instruction?

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11. What is the output that I would get after using Cognition and Instruction?

After writing your paper autoformatting in Cognition and Instruction, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Cognition and Instruction's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Cognition and Instruction?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Cognition and Instruction. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Cognition and Instruction?

The 5 most common citation types in order of usage for Cognition and Instruction are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Cognition and Instruction?

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16. Can I download Cognition and Instruction in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Cognition and Instruction Endnote style according to Elsevier guidelines.

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