메뉴 건너뛰기




Volumn 22, Issue 4, 1996, Pages 1020-1031

Generalizing solution procedures learned from examples

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0030499508     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.22.4.1020     Document Type: Article
Times cited : (115)

References (29)
  • 1
    • 0018447661 scopus 로고
    • The theory of learning by doing
    • Anzai, Y., & Simon, H. A. (1979). The theory of learning by doing. Psychological Review, 86, 124-140.
    • (1979) Psychological Review , vol.86 , pp. 124-140
    • Anzai, Y.1    Simon, H.A.2
  • 3
    • 38249043136 scopus 로고
    • Young children's mental models determine analogical transfer across problems with a common goal structure
    • Brown, A. L., Kane, M. J., & Echols, C. H. (1986). Young children's mental models determine analogical transfer across problems with a common goal structure. Cognitive Development, 1, 103-121.
    • (1986) Cognitive Development , vol.1 , pp. 103-121
    • Brown, A.L.1    Kane, M.J.2    Echols, C.H.3
  • 5
    • 0027963444 scopus 로고
    • Improving examples to improve transfer to novel problems
    • Catrambone, R. (1994). Improving examples to improve transfer to novel problems. Memory & Cognition, 22, 606-615.
    • (1994) Memory & Cognition , vol.22 , pp. 606-615
    • Catrambone, R.1
  • 6
    • 33646163288 scopus 로고
    • Aiding subgoal learning: Effects on transfer
    • Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of Educational Psychology, 87, 5-17.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 5-17
    • Catrambone, R.1
  • 7
    • 0025049683 scopus 로고
    • Learning subgoals and methods for solving probability problems
    • Catrambone, R., & Holyoak, K. J. (1990). Learning subgoals and methods for solving probability problems. Memory & Cognition, 18, 593-603.
    • (1990) Memory & Cognition , vol.18 , pp. 593-603
    • Catrambone, R.1    Holyoak, K.J.2
  • 8
    • 0040577762 scopus 로고
    • Self-explanations: How students study and use examples in learning to solve problems
    • Chi, M. T. H., Bassok, M., Lewis, R., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
    • (1989) Cognitive Science , vol.13 , pp. 145-182
    • Chi, M.T.H.1    Bassok, M.2    Lewis, R.3    Reimann, P.4    Glaser, R.5
  • 9
    • 0002878423 scopus 로고
    • The processing of organizational and component step information in written directions
    • Dixon, P. (1987). The processing of organizational and component step information in written directions. Journal of Memory and Language, 26, 24-35.
    • (1987) Journal of Memory and Language , vol.26 , pp. 24-35
    • Dixon, P.1
  • 10
    • 0000828723 scopus 로고
    • Constraining novices to perform expertlike problem analyses: Effects on schema acquisition
    • Dufresne, R. J., Gerace, W. J., Hardiman, P. T., & Mestre, J. P. (1992). Constraining novices to perform expertlike problem analyses: Effects on schema acquisition. Journal of the Learning Sciences, 2, 307-331.
    • (1992) Journal of the Learning Sciences , vol.2 , pp. 307-331
    • Dufresne, R.J.1    Gerace, W.J.2    Hardiman, P.T.3    Mestre, J.P.4
  • 11
    • 84963428887 scopus 로고
    • Effects of knowledge organization on task performance
    • Eylon, B., & Reif, F. (1984). Effects of knowledge organization on task performance. Cognition and Instruction, 1, 5-44.
    • (1984) Cognition and Instruction , vol.1 , pp. 5-44
    • Eylon, B.1    Reif, F.2
  • 12
    • 0001967344 scopus 로고
    • The effects of statistical training on thinking about everyday problems
    • Fong, G. T., Krantz, D. H., & Nisbett, R. E. (1986). The effects of statistical training on thinking about everyday problems. Cognitive Psychology, 18, 253-292.
    • (1986) Cognitive Psychology , vol.18 , pp. 253-292
    • Fong, G.T.1    Krantz, D.H.2    Nisbett, R.E.3
  • 13
    • 84963463368 scopus 로고
    • Prescribing effective human problem-solving processes: Problem description in physics
    • Heller, J. I., & Reif, F. (1984). Prescribing effective human problem-solving processes: Problem description in physics. Cognition and Instruction, 1, 177-216.
    • (1984) Cognition and Instruction , vol.1 , pp. 177-216
    • Heller, J.I.1    Reif, F.2
  • 14
    • 48549108448 scopus 로고
    • The role of a mental model in learning to operate a device
    • Kieras, D. E., & Bovair, S. (1984). The role of a mental model in learning to operate a device. Cognitive Science, 8, 255-273.
    • (1984) Cognitive Science , vol.8 , pp. 255-273
    • Kieras, D.E.1    Bovair, S.2
  • 15
    • 84963223921 scopus 로고
    • Do written instructions need examples?
    • LeFevre, J., & Dixon, P. (1986). Do written instructions need examples? Cognition and Instruction, 3, 1-30.
    • (1986) Cognition and Instruction , vol.3 , pp. 1-30
    • LeFevre, J.1    Dixon, P.2
  • 16
    • 84963164700 scopus 로고
    • Discovery learning and transfer of problem solving skills
    • McDaniel, M. A., & Schlager, M. S. (1990). Discovery learning and transfer of problem solving skills. Cognition and Instruction, 7, 129-159.
    • (1990) Cognition and Instruction , vol.7 , pp. 129-159
    • McDaniel, M.A.1    Schlager, M.S.2
  • 19
    • 0000885471 scopus 로고
    • The role of learning from examples in the acquisition of recursive programming skill
    • Pirolli, P. L., & Anderson, J. R. (1985). The role of learning from examples in the acquisition of recursive programming skill. Canadian Journal of Psychology, 39, 240-272.
    • (1985) Canadian Journal of Psychology , vol.39 , pp. 240-272
    • Pirolli, P.L.1    Anderson, J.R.2
  • 20
    • 0001486010 scopus 로고
    • Learning strategies and transfer in the domain of programming
    • Pirolli, P., & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition and Instruction, 12, 235-275.
    • (1994) Cognition and Instruction , vol.12 , pp. 235-275
    • Pirolli, P.1    Recker, M.2
  • 22
    • 0000975183 scopus 로고
    • This is like that: The use of earlier problems and the separation of similarity effects
    • Ross, B. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.
    • (1987) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.13 , pp. 629-639
    • Ross, B.1
  • 23
    • 0001591251 scopus 로고
    • Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems
    • Ross, B. (1989). Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 456-468.
    • (1989) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.15 , pp. 456-468
    • Ross, B.1
  • 26
    • 84963164552 scopus 로고
    • Understanding written instructions: The role of an explanatory schema
    • Smith, E. E., & Goodman, L. (1984). Understanding written instructions: The role of an explanatory schema. Cognition and Instruction, 1, 359-396.
    • (1984) Cognition and Instruction , vol.1 , pp. 359-396
    • Smith, E.E.1    Goodman, L.2
  • 27
    • 0008393750 scopus 로고
    • Toward a theory of impasse-driven learning
    • H. Mandl & A. Lesgold (Eds.), New York: Springer
    • VanLehn, K. (1988). Toward a theory of impasse-driven learning. In H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 19-41). New York: Springer.
    • (1988) Learning Issues for Intelligent Tutoring Systems , pp. 19-41
    • Vanlehn, K.1
  • 28
    • 84963164526 scopus 로고
    • Structuring effective worked examples
    • Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1-39.
    • (1990) Cognition and Instruction , vol.7 , pp. 1-39
    • Ward, M.1    Sweller, J.2
  • 29
    • 84963179358 scopus 로고
    • Learning mathematics from examples and by doing
    • Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137-166.
    • (1987) Cognition and Instruction , vol.4 , pp. 137-166
    • Zhu, X.1    Simon, H.A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.