The effects of 'playing historian' on learning in history

Applied Cognitive Psychology

Volumn 10, Issue 7, 1996, Pages 63-72

  Wiley, Jennifer ^a,b   Voss, James F ^a,b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b Lrng Res and Development Center

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0003062301     PISSN: 08884080     EISSN: None     Source Type: Journal    
DOI: 10.1002/(sici)1099-0720(199611)10:7<63::aid-acp438>3.0.co;2-5     Document Type: Review

References (12)

1. Bereiter, C. and Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
2. Chi, M. T. H., de Leeuw, N., Chiu, M. and LaVancher, C., (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
3. Greene, S. (1994). Students as authors in the study of history. In G. Leinhardt, I. Beck and C. Stainton (Eds.), Teaching and learning in history (pp. 137-170). Hillsdale, NJ: Erlbaum.
4. Holt, T. (1990). Thinking historically. New York: College Entrance Examination Board.
5. Mannes, S. M. and Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4, 91-115.
6. Mink (1987). Historical understanding. Ithaca, NY: Cornell University Press.
7. Slamecka, N. J. and Graf, P. (1978). The generation effect: delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592-604.
8. Spivey, N. N. (1990). Transforming texts: constructive processes in reading and writing. Written Communication, 7, 256-287.
9. Spivey, N. N. and King, J. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24, 1-14.
10. Voss, J. F. and Means, M. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1, 337-350.
11. Voss, J. F. and Silfies, L. N. (1996). Learning from history text: the interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14(1), 45-68.
12. Voss, J. F. and Wiley, J. (1996), Conceptual understanding in history. To appear in International Journal of Educational Research.