Eliciting self-explanations improves understanding

Cognitive Science

Volumn 18, Issue 3, 1994, Pages 439-477

  Chi, Michelene T H ^a   De Leeuw, Nicholas ^a   Chiu, Mei Hung ^a   Lavancher, Christian ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43949150689     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1016/0364-0213(94)90016-7     Document Type: Article

References (42)

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5. Analyzing the content of verbal data to represent knowledge: A practical guide
6. Self-explanations: How students study and use examples in learning to solve problems
7. The Ontological Coherence of Intuitive Physics
8. From things to processes: A theory of conceptual change for learning science concepts
9. The Content of Physics Self-Explanations
10. Reflection through explanation
11. Assumptions and ambiguities
12. Students' beliefs about the circulatory system: Are misconceptions universal?
13. Social interaction and the development of cognitive operations
14. Effects of Two Types of Prereading Instruction on the Comprehension of Narrative and Expository Text
15. Studying Physics Texts: Differences in Study Processes Between Good and Poor Performers
16. Answering questions from oceanography texts: Learner, task, and text characteristics
17. Symbolic procedures of question answering
18. The nature and plausibility of Cognitivism
19. Tools for bridging the cultures of everyday and scientific thinking
20. Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
21. Dual space search during scientific reasoning
22. Mechanisms of Change in the Development of Cognitive Structures
23. ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*
24. Illustrations that instruct
25. Learning through self-explanation of mathematical examples: Effects of cognitive load
26. Three Levels of Goal Orientation in Learning
27. Toward a taxonomy of inferences for story comprehension
28. Notes on the efficacy of questioning
29. The cognitive skill of theory articulation: A neglected aspect of science education?
30. Learning Strategies and Transfer in the Domain of Programming
31. Using IDE in instructional design: Encouraging reflective instruction design through automated design tools
32. The role of adaptation and understanding in knowledge-building communities
33. The generation effect: Delineation of a phenomenon
34. Student modeling
35. What mediates the self-explanation effect? Knowledge gaps, schemas or analogies?
36. A Model of the Self-Explanation Effect
37. Peer interaction and learning in small groups
38. The process of cognitive tuning in communication