Explaining increases belief revision in the face of (many) anomalies

Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012

Volumn , Issue , 2012, Pages 1149-1154

  Williams, Joseph Jay ^a   Walker, Caren M ^a   Lombrozo, Tania ^a  

^a Department of Psychology ^*  (United States)

Author keywords

anomalies; explanation; generalization; learning; misconceptions; self explanation; statistics

Indexed keywords

ANOMALY; BELIEF REVISION; EXPLANATION; GENERALISATION; LEARNING; MISCONCEPTION; SELF EXPLANATIONS; STUDENT PERFORMANCE;

EID: 84924974020     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (20)

1. Ahn, W., Brewer, W. F., & Mooney, R. J. (1992). Schema acquisition from a single example. Journal of Experimental Psychology: Learning, Memory, & Cognition. 18(2), 391-412.
2. Belenky, D. M., & Nokes-Malach, T. J. (in press). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. The Journal of the Learning Sciences.
3. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1-49.
4. Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
5. Fonseca, B. & Chi, M.T.H. (2011). The self-explanation effect: A constructive learning activity. In Mayer, R. & Alexander, P. (Eds.), The Handbook of Research on Learning and Instruction (pp. 270-321). New York, USA: Routledge Press.
6. Legare, C.H., Gelman, S.A., & Wellman, H.M. (2010). Inconsistency with prior knowledge triggers children’s causal explanatory reasoning. Child Development, 81, 92-944.
7. Koslowski, B. (1996). Theory and evidence: The development of scientific reasoning. The MIT Press.
8. Kuhn, T. (1962). The structure of scientific revolutions (3rd ed). Chicago, IL: University of Chicago Press.
9. Lombrozo, T. (2006). The structure and function of explanations. Trends in Cognitive Sciences, 10, 464-470.
10. Lord, C. G., Ross, L., & Lepper, M. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37(11), 2098-2109.
11. Oppenheimer, D. M., Meyvisb, T., & Davidenkoc, N. (2009). Instructional manipulation checks: Detecting satisficing to increase statistical power. Journal of Experimental Social Psychology, 45(4), 867-872.
12. Renkl, A. (1997). Learning from Worked-Out Examples: A Study on Individual Differences. Cognitive Science, 21(1), 1–29.
13. Schwartz, D.L., & Martin, T. (2004). Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Cognition and Instruction, 22(2), 129-184.
14. Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31-58). New York: Cambridge University.
15. Sloman, S. A. (1994). When explanations compete: The role of explanatory coherence on judgments of likelihood. Cognition, 52(1), 1–21.
16. Wellman, H. M., & Liu, D. (2007). Causal reasoning as informed by the early development of explanations. Causal learning: psychology, philosophy, and computation, 261–279.
17. Walker, C.M., Williams, J.J., Lombrozo, T., & Gopnik, A. The role of explanation in children’s causal learning. Manuscript under review.
18. Williams, J.J. & Lombrozo, T. (2010). The role of explanation in discovery and generalization: evidence from category learning. Cognitive Science, 34, 776-806.
19. Williams, J.J., & Lombrozo, T. (2010). Explanation constrains learning, and prior knowledge constrains explanation. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2912-2917). Austin, TX: Cognitive Science Society.
20. Williams, J.J., Lombrozo, T., & Rehder, B. (2010). Why does explaining help learning? Insight from an explanation impairment effect. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2906-2911). Austin, TX: Cognitive Science Society.