Expertise, models of learning and computer-based tutoring

Computers and Education

Volumn 33, Issue 2-3, 1999, Pages 189-207

  Gobet, F ^a   Wood, D ^a  

^a University Park NG7 2RD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001570515     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/s0360-1315(99)00032-9     Document Type: Article

References (46)

1. Anderson J.R. Production systems, learning, and tutoring. Klahr D., Langley P., Neches R. Production systems models of learning and development. 1987;437-458 MIT Press, Cambridge, Mass.
2. Anderson J.R. Rules of the mind. 1993;Hillsdale, NJ, Erlbaum.
3. Anderson J.R., Corbett A.T., Koedinger K.R., Pelletier R. Cognitive tutors: Lessons learned. The Journal of the Learning Sciences. 4:1995;167-207.
4. Anderson J.R., Lebière C. The atomic components of thought. 1998;LEA, Mahwah, NJ.
5. Baxter G.P., Glaser R. (in press). Investigating the cognitive complexity of science assessments. In Educational measurements: Issues and practice.
6. Chase W.G., Ericsson K.A. Skill and working memory. Bower G.H. The psychology of learning and motivation. Vol. 16:1982;Academic Press, New York.
7. Chase W.G., Simon H.A. The mind's eye in chess. Chase W.G. Visual information processing. 1973;Academic Press, New York.
8. Chi M.T.H. Knowledge structures and memory development. Siegler R.S. Children's thinking: What develops? 1978;Erlbaum, Hillsdale, N.J.
9. Chi M.T.H., DeLeeuw N., Chiu M.H., LaVancher C. Eliciting self-explanations improves understanding. Cognitive Science. 18:1994;439-477.
10. Chi M.T.H., Feltovitch P.J., Glaser R. Categorization and representation of physics problems by experts and novices. Cognitive Science. 5:1981;121-152.
11. de Groot A.D. Thought and choice in chess. 1978;Mouton Publishers, The Hague. (original in Dutch, 1946).
12. Ericsson K.A. The road to excellence. 1996;Erlbaum, Mahwah, NJ.
13. Ericsson K.A., Kintsch W. Long-term working memory. Psychological Review. 102:1995;211-245.
14. Ericsson K.A., Krampe R.T., Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. Psychological Review. 100:1993;363-406.
15. Feigenbaum E.A., Simon H.A. EPAM-like models of recognition and learning. Cognitive Science. 8:1984;305-336.
16. Fuson K.C. Research into whole number addition and subraction. Grouws D.A. Handbook of research on mathematics teaching and learning. 1992;243-275 Macmillan, New York.
17. Gobet F. Simulations of stagewise development with a symbolic architecture. Dauwalder J.P., Tschacher W. Dynamics, synergetics, and autonomous agents. 1999;143-156 World Scientific, Singapore.
18. Gobet F. Discrimination nets, production systems and semantic networks: Elements of a unified framework. Proceedings of the 2nd International Conference on the Learning Sciences. 1996;398-403 Northwestern University, Evanston Il.
19. Gobet F. Expert memory: A comparison of four theories. Cognition. 66:1998;115-152.
20. Gobet F., Lane P.C.R. (in press). Order of learning and EPAM. To appear in T. O'Shea, E. Lehtinen, F. Ritter, P. Langley (Eds.), Order effects in learning.
21. Gobet F., Pine J. Modelling the acquisition of syntactic categories. Proceedings of the 19th Annual Meeting of the Cognitive Science Society. 1997;265-270 Erlbaum, Hillsdale, NJ.
22. Gobet F., Richman H., Staszewski J., Simon H.A. Goals, representations, and strategies in a concept attainment task: The EPAM model. The Psychology of Learning and Motivation. 37:1997;265-290.
23. Gobet F., Simon H.A. Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology. 31:1996;1-40.
24. Gobet F., Simon H.A. (in press). Five seconds or sixty? Presentation time in expert memory. Cognitive Science.
25. Grant D.A. Testing the null hypothesis and the strategy and tactic of investigating theoretical models. Psychological Review. 69:1962;54-61.
26. Hiebart J., Carpenter T.P. Learning and teaching with understanding. Grouws D.A. Handbook of research on mathematics teaching and learning. 1992;65-100 Macmillan, New York.
27. Jones G., Gobet F., Pine J.M. (1999). Modelling vocabulary acquisition: An explanation of the link between the phonological loop and long-term memory, Tech. Rep. No. 61. University of Nottingham (UK): Department of Psychology, ESRC Centre for Research in Development, Instruction and Training.
28. Landauer T.K., Dumais S.T. A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review. 104:1997;211-240.
29. Lane P.C.R., Cheng P.C.-H., Gobet F. (1999). Problem solving with diagrams: Modelling the implicit learning of perceptual information, Tech. Rep. No. 59. University of Nottingham (UK): Department of Psychology, ESRC Centre for Research in Development, Instruction and Training.
30. Larkin J.H., Simon H.A. Why a diagram is (sometimes) worth ten thousands words. Cognitive Science. 11:1987;65-99.
31. Newell A. Unified theories of cognition. 1990;Harvard University Press, Cambridge, MA.
32. Opwis K., Gold A., Gruber H., Schneider W. Zum Einfluss von Expertise auf Gedächtnisleistungen sowie deren Selbsteinschätzung bein Kindern und Erwachsenen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 22:1990;207-224.
33. Reber A.S. Implicit learning and tacit knowledge. 1993;Oxford University Press, New York, NY.
34. Renkl A. Learning from worked out examples: A study of individual differences. Cognitive Science. 21:(1):1997;1-29.
35. Richman H.B., Staszewski J., Simon H.A. Simulation of expert memory with EPAM IV. Psychological Review. 102:1995;305-330.
36. Shadbolt N., Burton M. Knowledge elicitation. Wilson E.N., Cortlett E.N. Evaluation of human work. 1990;Taylor & Francis, London.
37. Simon H.A., Gilmartin K.J. A simulation of memory for chess positions. Cognitive Psychology. 5:1973;29-46.
38. Simon D.P., Simon H.A. Individual differences in solving physics problems. Siegler R.S. Children's thinking: What develops? 1978;Erlbaum, Hillsdale, N.J.
39. Sleeman D., Kelley A.E., Martinak R., Ward R.D., Moore J.L. Studies of diagnosis and remediation with high school algebra students. Cognitive Science. 13:1989;551-568.
40. Suppes P., Zanotti M. Foundations of probability with applications. Selected papers, 1974-1995. 1996;Cambridge University Press, Cambridge.
41. van Geert P. The development of perception, cognition and language: A theoretical approach. 1983;Routledge and Kegan Paul, London.
42. Whitehead A.N. The aims of education. 1929;Macmillan, New York.
43. Wood D. How children think and learn. 2nd ed. 1998;Blackwell Publishers, Oxford.
44. Wood D. (1998b). The UK ILS Evaluations: Final Report. DfEE/BECTa: Coventry.
45. Wood D., Wood H. Vygotsky, tutoring and learning. Oxford Review of Education. 22:(1):1996;5-16.
46. Zhu X., Lee Y., Simon H.A., Zhu D. (1996). Cue recognition and cue elaboration in learning from examples. In Proceedings of the National Academy of Sciences 93, (pp. 1346-1351).