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Volumn 158, Issue , 2007, Pages 417-424

Explaining Self-Explaining: A Contrast between Content and Generation

Author keywords

paraphrasing; self explaining; study strategies

Indexed keywords

CLASSROOM ENVIRONMENT; CLASSROOM STUDY; IN-VIVO; LEARNING ACTIVITY; LEARNING OUTCOME; PARAPHRASING; ROBUST LEARNING; SELF-EXPLAINING; STUDENT LEARNING; STUDY STRATEGY;

EID: 55849142370     PISSN: 09226389     EISSN: 18798314     Source Type: Book Series    
DOI: None     Document Type: Conference Paper
Times cited : (43)

References (17)
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    • Roy, M.1    Chi, M.T.H.2
  • 2
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    • Self-explanations: How students study and use examples in learning to solve problems
    • Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
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    • Chi, M.T.H.1    Bassok, M.2    Lewis, M.W.3    Reimann, P.4    Glaser, R.5
  • 3
    • 0038647823 scopus 로고    scopus 로고
    • The effects of self-explaining when learning with text or diagrams
    • Ainsworth, S., & Loizou, A. T. (2003). The effects of self-explaining when learning with text or diagrams. Cognitive Science, 27(4), 669-681.
    • (2003) Cognitive Science , vol.27 , Issue.4 , pp. 669-681
    • Ainsworth, S.1    Loizou, A.T.2
  • 5
    • 0036210232 scopus 로고    scopus 로고
    • An effective metacognitive strategy: Learning by doing and explain with a computer-based Cognitive Tutor
    • Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explain with a computer-based Cognitive Tutor. Cognitive Science, 26, 147-179.
    • (2002) Cognitive Science , vol.26 , pp. 147-179
    • Aleven, V.A.W.M.M.1    Koedinger, K.R.2
  • 6
    • 0030640252 scopus 로고    scopus 로고
    • Learning from worked-out examples: A study on individual differences
    • Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21(1), 1-29.
    • (1997) Cognitive Science , vol.21 , Issue.1 , pp. 1-29
    • Renkl, A.1
  • 7
    • 33845566238 scopus 로고
    • Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving
    • 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(2), 221-252.
    • (1995) Cognition and Instruction , vol.13 , Issue.2 , pp. 221-252
    • Bielaczyc, K.1    Pirolli, P.2    Brown, A.L.3
  • 9
    • 33845291469 scopus 로고    scopus 로고
    • Can a computer interface support self-explaining?
    • Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining? Cognitive Technology, 7(1), 4-14.
    • (2002) Cognitive Technology , vol.7 , Issue.1 , pp. 4-14
    • Hausmann, R.G.M.1    Chi, M.T.H.2
  • 10
    • 0001529485 scopus 로고    scopus 로고
    • Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation
    • Conati, C., & VanLehn, K. (2000). Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation. International Journal of Artificial Intelligence in Education, 11, 398-415.
    • (2000) International Journal of Artificial Intelligence in Education , vol.11 , pp. 398-415
    • Conati, C.1    VanLehn, K.2
  • 12
    • 84944318833 scopus 로고    scopus 로고
    • Constructed vs. received representations for scientific argument: Implications for learning and coaching
    • M. Hahn & S. C. Stoness Eds, Mahwah, NJ: Erlbaum
    • Cavalli-Sforza, V. (1999). Constructed vs. received representations for scientific argument: Implications for learning and coaching. In M. Hahn & S. C. Stoness (Eds.), Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
    • (1999) Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society
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  • 13
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    • Learning by solved example problems: Instructional explanations reduce self-explanation activity
    • W. D. Gray & C. D. Schunn Eds, Mahwah, NJ: Erlbaum
    • Schworm, S., & Renkl, A. (2002). Learning by solved example problems: Instructional explanations reduce self-explanation activity. In W. D. Gray & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 816-821). Mahwah, NJ: Erlbaum.
    • (2002) Proceedings of the 24th Annual Conference of the Cognitive Science Society , pp. 816-821
    • Schworm, S.1    Renkl, A.2
  • 14
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    • Learning by problem solving versus by examples: The benefits of generating and receiving information
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    • Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits of generating and receiving information. In Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society (pp. 956-961). Hillsdale, NJ: Erlbaum.
    • (1992) Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society , pp. 956-961
    • Lovett, M.C.1
  • 15
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    • Preschool children can learn to transfer: Learning to learn and learning from example
    • Brown, A. L., & Kane, M. J. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20(4), 493-523.
    • (1988) Cognitive Psychology , vol.20 , Issue.4 , pp. 493-523
    • Brown, A.L.1    Kane, M.J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.