Practice Enables Successful Learning Under Minimal Guidance

Journal of Educational Psychology

Volumn 101, Issue 4, 2009, Pages 790-802

  Brunstein, Angela ^a   Betts, Shawn ^a   Anderson, John R ^a  

^a CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

cognitive load; discovery learning; intelligent tutors; practice

Indexed keywords

EID: 70449473107     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0016656     Document Type: Article

References (34)

1. Aleven V., and Koedinger K.R. An effective meta-cognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 26 (2002) 147-179
2. Aleven V., McLaren B.M., Roll I., and Koedinger K. Toward meta-cognitive tutoring: A model of help seeking with a cognitive tutor. International Journal of Artificial Intelligence in Education 16 (2006) 101-128
3. Anderson J.R. How can the human mind occur in the physical universe? (2007), Oxford University Press, New York
4. Anderson J.R., Corbett A.T., Koedinger K.R., and Pelletier R. Cognitive tutors: Lessons learned. Journal of the Learning Sciences 4 (1995) 167-207
5. Baker R., Walonoski J., Heffernan N., Roll I., Corbett A., and Koedinger K. Why students engage in "gaming the system" behavior in interactive learning environments. Journal of Interactive Learning Research 19 (2008) 185-224
6. Baroody A.J., Lai M.-L., and Mix K.S. The development of young children's number and operation sense and its implications for early childhood education. In: Spodek B., and Saracho O. (Eds). Handbook of research on the education of young children (2006), Erlbaum, Mahwah, NJ 187-221
7. Bruner J.S. The act of discovery. Harvard Educational Review 31 (1961) 21-32
8. Charney D.H., Reder L.M., and Kusbit G.W. Goal setting and procedure selection in acquiring computer skills: A comparison of tutorials, problem-solving, and learner exploration. Cognition and Instruction 7 (1990) 323-342
9. Cheng P.W., Holyoak K.J., Nisbett R.E., and Oliver L.M. Pragmatic versus syntactic approaches to training deductive reasoning. Cognitive Psychology 18 (1986) 293-328
10. Cognitive Tutor. (2007). [Computer software]. Pittsburg, PA: Carnegie Learning.
11. Dean D., and Kuhn D. Direct instruction vs. discovery: The long view. Science Education 91 (2006) 384-397
12. Foerster P.A. Algebra I. 2nd ed. (1990), Addison-Wesley, Menlo Park, CA
13. Fong G.T., Krantz D.H., and Nisbett R.E. The effects of statistical training on thinking about everyday problems. Cognitive Psychology 18 (1986) 253-292
14. Fuson K.C., Wearne D., Hiebert J.C., Murray H.G., Human P.G., Oliver A.I., et al. Children's conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. Journal for Research in Mathematics Education 28 (1997) 130-162
15. Heffernan N.T., Koedinger K.R., and Razzaq L. Expanding the model-tracing architecture: A 3rd generation intelligent tutor for algebra symbolization. International Journal of Artificial Intelligence in Education 18 (2008) 153-178
16. Hiebert J., Carpenter T.P., Fennema E., Fuson K.C., Human P., Murray H., et al. Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher 25 (1996) 12-21
17. Hmelo-Silver C.E., Duncan R.G., and Chinn C.A. Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist 42 (2007) 99-107
18. Kalyuga S., Ayres P., Chandler P., and Sweller J. Expertise reversal effect. Educational Psychologist 38 (2003) 23-31
19. Kalyuga S., Chandler P., Tuovinen J., and Sweller J. When problem solving is superior to studying worked examples. Journal of Educational Psychology 93 (2001) 579-588
20. Kamii C., and Dominick A. The harmful effects of algorithms in Grades 1-4. In: Morrow L.J., and Kenney M.J. (Eds). The teaching and learning of algorithms in school mathematics: 1998 yearbook (1998), National Council of Teachers of Mathematics, Reston, VA 130-140
21. Kirschner P.A., Sweller J., and Clark R.E. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2006) 75-86
22. Klahr D., and Nigam M. The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science 15 (2004) 661-667
23. Koedinger K.R., Anderson J.R., Hadley W.H., and Mark M. Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education 8 (1997) 30-43
24. Koedinger K.R., and Corbett A.T. Cognitive tutors: Technology bringing learning science to the classroom. In: Sawyer R.K. (Ed). Handbook of the learning sciences (2006), Cambridge University Press, New York 61-78
25. Mayer R.E. Should there be a three-strikes rule against pure discovery learning?. American Psychologist 59 (2004) 14-19
26. Reed S.K., and Bolstad C.A. Use of examples and procedures in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition 17 (1991) 753-766
27. Ritter S., Anderson J.R., Koedinger K.R., and Corbett A. Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review 14 (2007) 249-255
28. Ritter S., Haverty L., Koedinger K., Hadley W., and Corbett A. Integrating intelligent software tutors with the mathematics classroom. In: Blum G., and Heid K. (Eds). Research on technology and the teaching and learning of mathematics: Vol. 2. Cases and perspectives (2008), Information Age, Charlotte, NC
29. Rittle-Johnson B. Promoting transfer: The effects of direct instruction and self-explanation. Child Development 77 (2006) 1-15
30. Roy M., and Chi M.T.H. Self-explanation in a multi-media context. In: Mayer R. (Ed). Cambridge handbook of multimedia learning (2005), Cambridge University Press, Cambridge, United Kingdom 271-286
31. Schmidt H.G., Loyens S.M.M., van Gog T., and Paas F. Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist 42 (2007) 91-97
32. Shulman L.S., and Keisler E.R. Learning by discovery (1966), Rand McNally, Chicago
33. Tuovinen J.E., and Sweller J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology 91 (1999) 334-341
34. von Glasersfeld E. Radical constructivism: A way of knowing and learning (1995), Falmer Press, Bristol, PA