Richard E Mayer

Summary

Affiliation: University of California
Country: USA

Publications

  1. ncbi request reprint Fostering understanding of multimedia messages through pre-training: evidence for a two-stage theory of mental model construction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara 93106 9660, USA
    J Exp Psychol Appl 8:147-54. 2002
  2. doi request reprint Applying the science of learning to medical education
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, California, USA
    Med Educ 44:543-9. 2010
  3. doi request reprint Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106 9660, USA
    J Exp Psychol Appl 14:329-39. 2008
  4. doi request reprint Applying the science of learning: evidence-based principles for the design of multimedia instruction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106, USA
    Am Psychol 63:760-9. 2008
  5. ncbi request reprint When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106, USA
    J Exp Psychol Appl 11:256-65. 2005
  6. ncbi request reprint The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, Santa Barbara, CA, USA
    J Exp Psychol Appl 11:13-8. 2005
  7. ncbi request reprint Teaching of subject matter
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, California 93106 9660, USA
    Annu Rev Psychol 55:715-44. 2004
  8. ncbi request reprint Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction
    Richard E Mayer
    Department of Psychology, University of California Santa Barbara, Santa Barbara, CA 93106 9660, USA
    Am Psychol 59:14-9. 2004
  9. doi request reprint An embodiment effect in computer-based learning with animated pedagogical agents
    Richard E Mayer
    Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA 93106, USA
    J Exp Psychol Appl 18:239-52. 2012
  10. doi request reprint Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals
    Michael B Miller
    Department of Psychology, University of California, Santa Barbara, CA 93106 9660, USA
    Neuroimage 59:83-93. 2012

Detail Information

Publications10

  1. ncbi request reprint Fostering understanding of multimedia messages through pre-training: evidence for a two-stage theory of mental model construction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara 93106 9660, USA
    J Exp Psychol Appl 8:147-54. 2002
    ..Results are consistent with a 2-stage theory of mental model construction...
  2. doi request reprint Applying the science of learning to medical education
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, California, USA
    Med Educ 44:543-9. 2010
    ..Nine evidence-based principles for accomplishing these goals are presented. CONCLUSIONS Applying the science of learning to medical education can be a fruitful venture that improves medical instruction and cognitive theory...
  3. doi request reprint Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106 9660, USA
    J Exp Psychol Appl 14:329-39. 2008
    ..Results are consistent with a cognitive theory of multimedia learning, in which highly interesting details sap processing capacity away from deeper cognitive processing of the core material during learning...
  4. doi request reprint Applying the science of learning: evidence-based principles for the design of multimedia instruction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106, USA
    Am Psychol 63:760-9. 2008
    ..Overall, the relationship between the science of learning and the science of instruction is reciprocal...
  5. ncbi request reprint When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, CA 93106, USA
    J Exp Psychol Appl 11:256-65. 2005
    ..These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations...
  6. ncbi request reprint The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, Santa Barbara, CA, USA
    J Exp Psychol Appl 11:13-8. 2005
    ..The added quantitative details may have distracted the learner from constructing a qualitative model of the process of ocean waves...
  7. ncbi request reprint Teaching of subject matter
    Richard E Mayer
    Department of Psychology, University of California, Santa Barbara, California 93106 9660, USA
    Annu Rev Psychol 55:715-44. 2004
    ..The introduction provides a historical overview of how to promote transfer and is followed by reviews of representative research in learning and teaching of reading fluency, reading comprehension, writing, mathematics, and science...
  8. ncbi request reprint Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction
    Richard E Mayer
    Department of Psychology, University of California Santa Barbara, Santa Barbara, CA 93106 9660, USA
    Am Psychol 59:14-9. 2004
    ....
  9. doi request reprint An embodiment effect in computer-based learning with animated pedagogical agents
    Richard E Mayer
    Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA 93106, USA
    J Exp Psychol Appl 18:239-52. 2012
    ....
  10. doi request reprint Individual differences in cognitive style and strategy predict similarities in the patterns of brain activity between individuals
    Michael B Miller
    Department of Psychology, University of California, Santa Barbara, CA 93106 9660, USA
    Neuroimage 59:83-93. 2012
    ..This was true above and beyond individual differences in anatomy and memory performance. These results demonstrate the need for a multidimensional approach in the use of fMRI to make inferences about an individual...