Bringing cognitive science into education, and back again: The value of interdisciplinary research

Cognitive Science

Volumn 30, Issue 4, 2006, Pages 605-608

  McNamara, Danielle S ^a  

^a University of Memphis   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748866236     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15516709cog0000_77     Document Type: Editorial

References (14)

1. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
2. Anderson, J. R., & Lebiere, C. (1998). The atomic components of thought. Mahwah, NJ: Erlbaum.
3. Anderson, J. R., Douglass, S., & Qin, Y. (2004). How should a theory of learning and cognition inform instruction? In A. Healy (Ed.) Experimental cognitive psychology and its applications. Washington, DC: APA.
4. Caccamise, D., Franzke, M., Eckhoff, A., Kintsch, E., & Kintsch, W. (in press). Guided practice in technology-based summary writing. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theory, Interventions, and Technologies. Erlbaum: Mahwah, NJ.
5. Graesser, A. C., McNamara, D. S., Louwerse, M., & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavioral Research Methods, Instruments, and Computers, 36, 193-202.
6. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
7. Kintsch, W. & van Dijk, T. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.
8. McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1-30.
9. McNamara, D. S., & Healy, A. F. (2000). A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652-679.
10. McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43.
11. McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy trainer for active reading and thinking. Behavioral Research Methods, Instruments, and Computers, 36, 222-233.
12. McNamara, D. S., & McDaniel, M. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 465-482.
13. O'Reilly, T., Taylor, R., & McNamara, D. S. (in press). Classroom based reading strategy training: Self-explanation vs. reading control. Proceedings of the 28th Annual Meeting of the Cognitive Science Society.
14. Taylor, R., O'Reilly, T., Rowe, M., & McNamara, D. S. (in press). Improving understanding of science texts: iSTART strategy training vs. web design training. Proceedings of the 28th Annual Meeting of the Cognitive Science Society.