Eliciting self-explanations improves children's performance on a field-based map skills task

Cognition and Instruction

Volumn 25, Issue 1, 2007, Pages 45-74

  Kastens, Kim A ^a   Liben, Lynn S ^b  

^a International Research Institute for Climate and Society   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249073747     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370000709336702     Document Type: Article

References (46)

1. Aleven, V., & Koedinger, K. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147-179.
2. Berk, L. A., & Garvin, R. A. (1984). Development of private speech among low-income Appalachian children. Developmental Psychology, 20, 271-286.
3. Berk, L. E. (1994, November). Why children talk to themselves. Scientific American, 271, 78-83.
4. Bielaczyc, K., Pirolli, P., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252.
5. Bivens, J. A., & Berk, L. A. (1990). A longitudinal study of the development of elementary school children's private speech. Merrill-Palmer Quarterly, 36, 443-463.
6. Blades, M., & Spencer, C. (1994). The development of children's ability to use spatial representations. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 157-199). San Diego, CA: Academic.
7. Bransford, J., Brown, A. I., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
8. Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
9. Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self explanations. In L. B, Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 251 -282), Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
10. Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
11. Chi, M. T. H., DeLeeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
12. Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997). The effect of instructional explanations on learning from scientific texts. Journal of the Learning Sciences, 6, 347-365.
13. DeLeeuw, N., & Chi, M. T. H. (2003). Self-explanation: Enriching a situation model or repairing a domain model? In G. Sinatra & P. Pintrich (Eds.), International conceptual change (pp. 55-78). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
14. DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238, 1556-1557.
15. Didierjean, A., & Cauzinille-Marmèche, E. (1997). Eliciting self explanations improves problem solving: What processes are involved? Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 76, 325-351.
16. Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: Science in the classroom, Washington, DC: National Research Council.
17. Downs, R. M., & Liben, L. S. (1990). Getting a bearing on maps: The role of projective spatial concepts in map understanding by children. Children's Environments Quarterly, 7, 15-25.
18. Gagne, R. M., & Smith, E. C., Jr. (1962). A study of the effects of verbalization on problem solving. Journal of Experimental Psychology, 63, 12-18.
19. Hassard, J. (2005). The art of teaching science, Oxford, England: Oxford University Press.
20. Hausmann, R. G. M., & Chi, M. T. H. (2002). Can computer interface support self-explaining? Cognitive Technology, 7, 4-14.
21. Kastens, K. A., Kaplan, D., & Christie-Blick, K. (2001). Development and evaluation of "Where Are We?" map-skills software and curriculum. Journal of Geoscience Education, 49, 249-266.
22. Kintsch, W. (1994). Text comprehension, memory and learning. American Psychologist, 49, 294-303.
23. Liben, L. S. (2006). Education for spatial thinking. In W. Damon & R. Lerner (Series Eds.) & K. A. Renninger & I. E. Sigel (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (6th ed., pp. 197-247). Hoboken, NJ: Wiley.
24. Liben, L. S., & Downs, R. M. ( 1986). Children's production and comprehension of maps: Increasing graphic literacy: Final report to the National Institute of Education. University Park: The Pennsylvania State University, Department of Psychology.
25. Liben, L. S., & Downs, R. M. (1989). Understanding maps as symbols: The development of map concepts in children. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 22, pp. 145-201). New York: Academic.
26. Liben, L. S., & Downs, R. M. (1993). Understanding person-space-map relations: Cartographic and developmental perspectives. Developmental Psychology, 29, 739-752.
27. Liben, L. S., & Golbeck, S. L. (1980). Sex differences in performance on Piagetian spatial tasks: Difference in competence or performance? Child Development, 51, 594-597.
28. Liben, L. S., Kastens, K. A., & Stevenson, L. M. (2002). Real world knowledge through real-world maps: A developmental guide for navigating the educational terrain. Developmental Review, 22, 267-322.
29. Liben, L. S., & Yekel, C. A. (1996). Preschoolers' understanding of plan and oblique maps: The role of geometric and representational correspondence. Child Development, 67, 2780-2796.
30. Lin, X. D., & Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36, 837-858.
31. Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 1479-1498.
32. Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self explanations. Cognition and Instruction, 16, 173-199.
33. National Research Council Committee on Prospering in the Global Economy of the 21st Century. (2006). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Press.
34. National Research Council Committee on Support for Thinking Spatially. (2006). Learning to think spatially. Washington, DC: National Academy Press.
35. Piaget, J., & Inhelder, B. (1956). The child's conception of space. London: Routledge & Kegan Paul.
36. Pick, H. L., Heinrichs, M. R., Montello, D. R., Smith, K., Sullivan, C. N., & Thompson, W. B. (1995). Topographic map reading. In P. A. Hancock, J. M. Flach, J. Caird, & K. J. Vincente (Eds.), Local applications of the ecological approach to human-machine systems (pp. 255-284). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
37. Pirolli, P., & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition and Instruction, 12, 235-275.
38. Reimann, P. (1992). Modeling active, hypothesis-driven learning from examples. In E. DeCorte, M. Linn, H. Mandl, & L. Verschffel (Eds.), Computer-based learning environments and problem solving (pp. 129-148). Berlin, Germany: Springer-Verlag.
39. Reimann, P., & Neubert, C. (2000). The role of self-explanation in learning to use a spreadsheet through examples. Journal of Computer Assisted Learning, 16, 316.
40. Siegel, A. W. ( 1981 ). The externalization of cognitive maps by children and adults: In search of ways to ask better questions. In L. S. Liben, A. H. Patterson, & N. Newcombe (Eds.), Spatial representation and behavior across the life span: Theory and application (pp. 167-194). New York: Academic.
41. Thurstone, T. G. (1962). Primary mental abilities. Chicago: Science Research Associates.
42. University of the State of New York, State Education Department. (2004, March 10). NY State School Report Card: Comprehensive Information Report. Retrieved June 8, 2005, from http://www.emsc.nysed.gov/repcrd2000/500304030005. pdf
43. VanLehn, K., & Jones, R. M. (1993). What mediates the self-explanation effect? Knowledge gaps, schemas or analogies? In M. Polsen (Ed.), Proceedings of the 15th Annual Conference of the Cognitive Science Society (pp. 1034-1039). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
44. VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. Journal of the Learning Sciences, 2, 1-59.
45. White, B. Y, & Fredrickson, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Science, 16, 90-91.
46. Witkin, H., Oltman, P., Raskin, E., & Karp, S. (1971). A manual for the Embedded Figures Tests. Palo Alto, CA: Consulting Psychologists Press.