Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes.

Wegner C, Ohlberger S (2015)
Journal of Innovation in Psychology 19(1): 15-36.

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Zeitschriftenaufsatz | Veröffentlicht | Englisch
Erscheinungsjahr
Zeitschriftentitel
Journal of Innovation in Psychology
Band
19
Zeitschriftennummer
1
Seite
15-36
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Wegner C, Ohlberger S. Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes. Journal of Innovation in Psychology. 2015;19(1):15-36.
Wegner, C., & Ohlberger, S. (2015). Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes. Journal of Innovation in Psychology, 19(1), 15-36.
Wegner, C., and Ohlberger, S. (2015). Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes. Journal of Innovation in Psychology 19, 15-36.
Wegner, C., & Ohlberger, S., 2015. Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes. Journal of Innovation in Psychology, 19(1), p 15-36.
C. Wegner and S. Ohlberger, “Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes.”, Journal of Innovation in Psychology, vol. 19, 2015, pp. 15-36.
Wegner, C., Ohlberger, S.: Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes. Journal of Innovation in Psychology. 19, 15-36 (2015).
Wegner, Claas, and Ohlberger, Stephanie. “Does Physical Movement Impact the Quality of Pupil's Learning? - An Empirical Study on Motion Sequences' Effects on Cognitive Abilities in Biology Classes.”. Journal of Innovation in Psychology 19.1 (2015): 15-36.

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