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| dc.contributor.author | Eitel, Alexander | de_DE |
| dc.contributor.author | Scheiter, Katharina | de_DE |
| dc.contributor.author | Gerjets, Peter | de_DE |
| dc.date.accessioned | 2014-10-30T14:29:11Z | |
| dc.date.available | 2014-10-30T14:29:11Z | |
| dc.date.issued | 2014 | de_DE |
| dc.identifier.issn | 0888-4080 | de_DE |
| dc.identifier.uri | http://hdl.handle.net/10900/57260 | |
| dc.language.iso | en | en |
| dc.publisher | Wiley - Blackwell | de_DE |
| dc.relation.uri | http://dx.doi.org/10.1002/acp.3004 | de_DE |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.subject.ddc | 150 | de_DE |
| dc.title | Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand? | de_DE |
| dc.type | Article | de_DE |
| utue.quellen.id | 20141022002833_00586 | de_DE |
| utue.publikation.seiten | 488-501 | de_DE |
| utue.personen.roh | Eitel, Alexander | de_DE |
| utue.personen.roh | Kuehl, Tim | de_DE |
| utue.personen.roh | Scheiter, Katharina | de_DE |
| utue.personen.roh | Gerjets, Peter | de_DE |
| dcterms.isPartOf.ZSTitelID | Applied Cognitive Psychology | de_DE |
| dcterms.isPartOf.ZS-Issue | 4 | de_DE |
| dcterms.isPartOf.ZS-Volume | 28 | de_DE |
| utue.fakultaet | Sonstige | de_DE |
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