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| dc.contributor.author | Schwan, Stephan | |
| dc.date.accessioned | 2018-12-11T08:56:34Z | |
| dc.date.available | 2018-12-11T08:56:34Z | |
| dc.date.issued | 2016 | |
| dc.identifier.issn | 1939-2176 | |
| dc.identifier.uri | http://hdl.handle.net/10900/85319 | |
| dc.language.iso | en | de_DE |
| dc.publisher | Amer Psychological Assoc | de_DE |
| dc.relation.uri | http://dx.doi.org/10.1037/edu0000093 | de_DE |
| dc.rights | info:eu-repo/semantics/closedAccess | |
| dc.subject.ddc | 150 | de_DE |
| dc.title | Task-Appropriate Visualizations: Can the Very Same Visualization Format Either Promote or Hinder Learning Depending on the Task Requirements? | de_DE |
| dc.type | Article | de_DE |
| utue.quellen.id | 20180405102126_00975 | |
| utue.publikation.seiten | 960-968 | de_DE |
| utue.personen.roh | Soemer, Alexander | |
| utue.personen.roh | Schwan, Stephan | |
| dcterms.isPartOf.ZSTitelID | Journal of Educational Psychology | de_DE |
| dcterms.isPartOf.ZS-Issue | 7 | de_DE |
| dcterms.isPartOf.ZS-Volume | 108 | de_DE |
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