메뉴 건너뛰기




Volumn 142, Issue 7, 2016, Pages 729-757

Relational categories as a bridge between cognitive and educational research

Author keywords

Analogy; Categorization; Conceptual change; Relational categories; STEM education

Indexed keywords

CONCEPT FORMATION; HUMAN; LEARNING; PHYSIOLOGY; PROCEDURES; PSYCHOLOGY; RESEARCH;

EID: 84959526280     PISSN: 00332909     EISSN: None     Source Type: Journal    
DOI: 10.1037/bul0000043     Document Type: Article
Times cited : (115)

References (298)
  • 1
    • 84879001147 scopus 로고    scopus 로고
    • Learning through case comparisons: A meta-analytic review
    • Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48, 87-113. http://dx.doi.org/10.1080/00461520.2013.775712
    • (2013) Educational Psychologist , vol.48 , pp. 87-113
    • Alfieri, L.1    Nokes-Malach, T.J.2    Schunn, C.D.3
  • 2
    • 14544294470 scopus 로고    scopus 로고
    • Human category learning
    • Ashby, F. G., & Maddox, W. T. (2005). Human category learning. Annual Review of Psychology, 56, 149-178. http://dx.doi.org/10.1146/annurev.psych.56.091103.070217
    • (2005) Annual Review of Psychology , vol.56 , pp. 149-178
    • Ashby, F.G.1    Maddox, W.T.2
  • 3
    • 84906084993 scopus 로고    scopus 로고
    • Process mining techniques for analysing patterns and strategies in students' selfregulated learning
    • Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students' selfregulated learning. Metacognition and Learning, 9, 161-185. http://dx.doi.org/10.1007/s11409-013-9107-6
    • (2014) Metacognition and Learning , vol.9 , pp. 161-185
    • Bannert, M.1    Reimann, P.2    Sonnenberg, C.3
  • 4
    • 0023415210 scopus 로고
    • Category representations and their implications for category structure
    • Barr, R. A., & Caplan, L. J. (1987). Category representations and their implications for category structure. Memory & Cognition, 15, 397-418. http://dx.doi.org/10.3758/BF03197730
    • (1987) Memory & Cognition , vol.15 , pp. 397-418
    • Barr, R.A.1    Caplan, L.J.2
  • 5
    • 0032020152 scopus 로고    scopus 로고
    • Adding apples and oranges: Alignment of semantic and formal knowledge
    • Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. Cognitive Psychology, 35, 99-134. http://dx.doi.org/10.1006/cogp.1998.0675
    • (1998) Cognitive Psychology , vol.35 , pp. 99-134
    • Bassok, M.1    Chase, V.M.2    Martin, S.A.3
  • 6
    • 84864553848 scopus 로고    scopus 로고
    • Motivation and transfer: The role of mastery-approach goals in preparation for future learning
    • Belenky, D. M., & Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21, 399-432. http://dx.doi.org/10.1080/10508406.2011.651232
    • (2012) Journal of the Learning Sciences , vol.21 , pp. 399-432
    • Belenky, D.M.1    Nokes-Malach, T.J.2
  • 7
    • 84894305914 scopus 로고    scopus 로고
    • The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations
    • Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26, 27-50. http://dx.doi.org/10.1007/s10648-014-9251-9
    • (2014) Educational Psychology Review , vol.26 , pp. 27-50
    • Belenky, D.M.1    Schalk, L.2
  • 8
    • 0030093374 scopus 로고    scopus 로고
    • Unsupervised concept learning and value systematicity: A complex whole aids learning the parts
    • Billman, D., & Knutson, J. (1996). Unsupervised concept learning and value systematicity: A complex whole aids learning the parts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 458-475. http://dx.doi.org/10.1037/0278-7393.22.2.458
    • (1996) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.22 , pp. 458-475
    • Billman, D.1    Knutson, J.2
  • 9
    • 84872455026 scopus 로고    scopus 로고
    • Self-regulated learning: Beliefs, techniques, and illusions
    • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. http://dx.doi.org/10.1146/annurev-psych-113011-143823
    • (2013) Annual Review of Psychology , vol.64 , pp. 417-444
    • Bjork, R.A.1    Dunlosky, J.2    Kornell, N.3
  • 10
    • 0030187217 scopus 로고    scopus 로고
    • Intention, history, and artifact concepts
    • Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29. http://dx.doi.org/10.1016/0010-0277(95)00699-0
    • (1996) Cognition , vol.60 , pp. 1-29
    • Bloom, P.1
  • 11
    • 84978712573 scopus 로고    scopus 로고
    • Concepts as semantic pointers: A framework and computational model. [early view]
    • Blouw, P., Solodkin, E., Thagard, P., & Eliasmith, C. (2015). Concepts as semantic pointers: A framework and computational model. [early view]. Cognitive Science. http://dx.doi.org/10.1111/cogs.12265
    • (2015) Cognitive Science
    • Blouw, P.1    Solodkin, E.2    Thagard, P.3    Eliasmith, C.4
  • 14
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
    • (1999) Review of Research in Education , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 15
    • 33645080791 scopus 로고    scopus 로고
    • Rostral prefrontal brain regions (Area 10): A gateway between inner thought and the external world?
    • W. Prinz & N. Sebanz (Eds.), Cambridge, MA: MIT Press
    • Burgess, P. W., Gilbert, S. J., Okuda, J., & Simons, J. S. (2006). Rostral prefrontal brain regions (Area 10): A gateway between inner thought and the external world? In W. Prinz & N. Sebanz (Eds.), Disorders of volition (pp. 373-396). Cambridge, MA: MIT Press.
    • (2006) Disorders of volition , pp. 373-396
    • Burgess, P.W.1    Gilbert, S.J.2    Okuda, J.3    Simons, J.S.4
  • 16
    • 77956538431 scopus 로고    scopus 로고
    • Repeated testing produces superior transfer of learning relative to repeated studying
    • Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118-1133. http://dx.doi.org/10.1037/a0019902
    • (2010) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.36 , pp. 1118-1133
    • Butler, A.C.1
  • 18
    • 0042412297 scopus 로고    scopus 로고
    • Science education as conceptual change
    • Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21, 13-19. http://dx.doi.org/10.1016/S0193-3973(99)00046-5
    • (2000) Journal of Applied Developmental Psychology , vol.21 , pp. 13-19
    • Carey, S.1
  • 19
    • 84921544606 scopus 로고    scopus 로고
    • New York, NY: Oxford University Press
    • Carey, S. (2009). The origin of concepts. New York, NY: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780195367638.001.0001
    • (2009) The origin of concepts
    • Carey, S.1
  • 21
    • 84897083125 scopus 로고    scopus 로고
    • Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study
    • Carvalho, P. F., & Goldstone, R. L. (2014). Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study. Memory & Cognition, 42, 481-495. http://dx.doi.org/10.3758/s13421-013-0371-0
    • (2014) Memory & Cognition , vol.42 , pp. 481-495
    • Carvalho, P.F.1    Goldstone, R.L.2
  • 22
    • 84930666708 scopus 로고    scopus 로고
    • The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study
    • Carvalho, P. F., & Goldstone, R. L. (2015). The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychonomic Bulletin & Review, 22, 281-288. http://dx.doi.org/10.3758/s13423-014-0676-4
    • (2015) Psychonomic Bulletin & Review , vol.22 , pp. 281-288
    • Carvalho, P.F.1    Goldstone, R.L.2
  • 23
    • 33646163288 scopus 로고
    • Aiding subgoal learning: Effects on transfer
    • Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of Educational Psychology, 87, 5-17. http://dx.doi.org/10.1037/0022-0663.87.1.5
    • (1995) Journal of Educational Psychology , vol.87 , pp. 5-17
    • Catrambone, R.1
  • 24
    • 0032271232 scopus 로고    scopus 로고
    • The subgoal learning model: Creating better examples so that students can solve novel problems
    • Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127, 355-376. http://dx.doi.org/10.1037/0096-3445.127.4.355
    • (1998) Journal of Experimental Psychology: General , vol.127 , pp. 355-376
    • Catrambone, R.1
  • 26
    • 84921539734 scopus 로고    scopus 로고
    • The impact of analogies on creative concept generation: Lessons from an in vivo study in engineering design
    • Chan, J., & Schunn, C. (2015). The impact of analogies on creative concept generation: Lessons from an in vivo study in engineering design. Cognitive Science, 39, 126-155. http://dx.doi.org/10.1111/cogs.12127
    • (2015) Cognitive Science , vol.39 , pp. 126-155
    • Chan, J.1    Schunn, C.2
  • 27
    • 85027920959 scopus 로고    scopus 로고
    • The worked example effect, the generation effect, and element interactivity
    • Chen, O., Kalyuga, S., & Sweller, J. (2015). The worked example effect, the generation effect, and element interactivity. Journal of Educational Psychology, 107, 689-704. http://dx.doi.org/10.1037/edu0000018
    • (2015) Journal of Educational Psychology , vol.107 , pp. 689-704
    • Chen, O.1    Kalyuga, S.2    Sweller, J.3
  • 28
    • 0040577762 scopus 로고
    • 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. http://dx.doi.org/10.1207/s15516709cog1302_1
    • (1989) Cognitive Science , vol.13 , pp. 145-182
    • Chi, M.T.H.1    Bassok, M.2    Lewis, M.W.3    Reimann, P.4    Glaser, R.5
  • 29
    • 58149410841 scopus 로고
    • Categorization and representation of physics problems by experts and novices
    • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152. http://dx.doi.org/10.1207/s15516709cog0502_2
    • (1981) Cognitive Science , vol.5 , pp. 121-152
    • Chi, M.T.H.1    Feltovich, P.J.2    Glaser, R.3
  • 30
    • 84855804137 scopus 로고    scopus 로고
    • Misconceived causal explanations for emergent processes
    • Chi, M. T. H., Roscoe, R. D., Slotta, J. D., Roy, M., & Chase, C. C. (2012). Misconceived causal explanations for emergent processes. Cognitive Science, 36, 1-61. http://dx.doi.org/10.1111/j.1551-6709.2011.01207.x
    • (2012) Cognitive Science , vol.36 , pp. 1-61
    • Chi, M.T.H.1    Roscoe, R.D.2    Slotta, J.D.3    Roy, M.4    Chase, C.C.5
  • 31
    • 84864549436 scopus 로고    scopus 로고
    • Seeing deep structure from the interactions of surface features
    • Chi, M. T. H., & VanLehn, K. A. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177-188. http://dx.doi.org/10.1080/00461520.2012.695709
    • (2012) Educational Psychologist , vol.47 , pp. 177-188
    • Chi, M.T.H.1    VanLehn, K.A.2
  • 32
    • 77955387636 scopus 로고    scopus 로고
    • Where hypotheses come from: Learning new relations by structural alignment
    • Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356-373. http://dx.doi.org/10.1080/15248371003700015
    • (2010) Journal of Cognition and Development , vol.11 , pp. 356-373
    • Christie, S.1    Gentner, D.2
  • 33
    • 0035168009 scopus 로고    scopus 로고
    • Rostrolateral prefrontal cortex involvement in relational integration during reasoning
    • Christoff, K., Prabhakaran, V., Dorfman, J., Zhao, Z., Kroger, J. K., Holyoak, K. J., & Gabrieli, J. D. (2001). Rostrolateral prefrontal cortex involvement in relational integration during reasoning. NeuroImage, 14, 1136-1149. http://dx.doi.org/10.1006/nimg.2001.0922
    • (2001) NeuroImage , vol.14 , pp. 1136-1149
    • Christoff, K.1    Prabhakaran, V.2    Dorfman, J.3    Zhao, Z.4    Kroger, J.K.5    Holyoak, K.J.6    Gabrieli, J.D.7
  • 35
    • 0002560207 scopus 로고
    • Systematicity as a selection constraint in analogical mapping
    • Clement, C. A., & Gentner, D. (1991). Systematicity as a selection constraint in analogical mapping. Cognitive Science, 15, 89-132. http://dx.doi.org/10.1207/s15516709cog1501_3
    • (1991) Cognitive Science , vol.15 , pp. 89-132
    • Clement, C.A.1    Gentner, D.2
  • 36
    • 0002363269 scopus 로고
    • Students' preconceptions in introductory mechanics
    • Clement, J. (1982). Students' preconceptions in introductory mechanics. American Journal of Physics, 50, 66-71. http://dx.doi.org/10.1119/1.12989
    • (1982) American Journal of Physics , vol.50 , pp. 66-71
    • Clement, J.1
  • 37
    • 84983945760 scopus 로고
    • Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics
    • Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257. http://dx.doi.org/10.1002/tea.3660301007
    • (1993) Journal of Research in Science Teaching , vol.30 , pp. 1241-1257
    • Clement, J.1
  • 40
    • 84900860027 scopus 로고    scopus 로고
    • The effects of relational structure on analogical learning
    • Corral, D., & Jones, M. (2014). The effects of relational structure on analogical learning. Cognition, 132, 280-300. http://dx.doi.org/10.1016/j.cognition.2014.04.007
    • (2014) Cognition , vol.132 , pp. 280-300
    • Corral, D.1    Jones, M.2
  • 41
    • 84859490138 scopus 로고    scopus 로고
    • Whichever way you choose to categorize, working memory helps you learn
    • Craig, S., & Lewandowsky, S. (2012). Whichever way you choose to categorize, working memory helps you learn. The Quarterly Journal of Experimental Psychology, 65, 439-464. http://dx.doi.org/10.1080/17470218.2011.608854
    • (2012) The Quarterly Journal of Experimental Psychology , vol.65 , pp. 439-464
    • Craig, S.1    Lewandowsky, S.2
  • 42
    • 77951277138 scopus 로고    scopus 로고
    • Memory for category information is idealized through contrast with competing options
    • Davis, T., & Love, B. C. (2010). Memory for category information is idealized through contrast with competing options. Psychological Science, 21, 234-242. http://dx.doi.org/10.1177/0956797609357712
    • (2010) Psychological Science , vol.21 , pp. 234-242
    • Davis, T.1    Love, B.C.2
  • 43
    • 84863484247 scopus 로고    scopus 로고
    • Learning the exception to the rule: Model-based fMRI reveals specialized representations for surprising category members
    • Davis, T., Love, B. C., & Preston, A. R. (2012). Learning the exception to the rule: Model-based fMRI reveals specialized representations for surprising category members. Cerebral Cortex, 22, 260-273. http://dx.doi.org/10.1093/cercor/bhr036
    • (2012) Cerebral Cortex , vol.22 , pp. 260-273
    • Davis, T.1    Love, B.C.2    Preston, A.R.3
  • 44
    • 34247632951 scopus 로고    scopus 로고
    • Nonintentional analogical inference in text comprehension
    • Day, S. B., & Gentner, D. (2007). Nonintentional analogical inference in text comprehension. Memory & Cognition, 35, 39-49. http://dx.doi.org/10.3758/BF03195940
    • (2007) Memory & Cognition , vol.35 , pp. 39-49
    • Day, S.B.1    Gentner, D.2
  • 46
    • 84864539832 scopus 로고    scopus 로고
    • The import of knowledge export: Connecting findings and theories of transfer of learning
    • Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47, 153-176. http://dx.doi.org/10.1080/00461520.2012.696438
    • (2012) Educational Psychologist , vol.47 , pp. 153-176
    • Day, S.B.1    Goldstone, R.L.2
  • 47
    • 79953308317 scopus 로고    scopus 로고
    • Abstract or concrete examples in learning mathematics: A replication and elaboration of Kaminski, Sloutsky, and Heckler's study
    • De Bock, D., Deprez, J., Van Dooren, W., Roelens, M., & Verschaffel, L. (2011). Abstract or concrete examples in learning mathematics: A replication and elaboration of Kaminski, Sloutsky, and Heckler's study. Journal for Research in Mathematics Education, 42, 109-126.
    • (2011) Journal for Research in Mathematics Education , vol.42 , pp. 109-126
    • De Bock, D.1    Deprez, J.2    Van Dooren, W.3    Roelens, M.4    Verschaffel, L.5
  • 48
    • 0041917476 scopus 로고    scopus 로고
    • Transfer as the productive use of acquired knowledge, skills, and motivations
    • De Corte, E. (2003). Transfer as the productive use of acquired knowledge, skills, and motivations. Current Directions in Psychological Science, 12, 142-146. http://dx.doi.org/10.1111/1467-8721.01250
    • (2003) Current Directions in Psychological Science , vol.12 , pp. 142-146
    • De Corte, E.1
  • 50
    • 10244244884 scopus 로고    scopus 로고
    • Coherence versus fragmentation in the development of the concept of force
    • diSessa, A., Gillespie, N. M., & Esterly, J. B. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28, 843-900. http://dx.doi.org/10.1207/s15516709cog2806_1
    • (2004) Cognitive Science , vol.28 , pp. 843-900
    • diSessa, A.1    Gillespie, N.M.2    Esterly, J.B.3
  • 51
    • 0031743269 scopus 로고    scopus 로고
    • Dissociable processes for learning the surface structure and abstract structure of sensorimotor sequences
    • Dominey, P. F., Lelekov, T., Ventre-Dominey, J., & Jeannerod, M. (1998). Dissociable processes for learning the surface structure and abstract structure of sensorimotor sequences. Journal of Cognitive Neuroscience, 10, 734-751. http://dx.doi.org/10.1162/089892998563130
    • (1998) Journal of Cognitive Neuroscience , vol.10 , pp. 734-751
    • Dominey, P.F.1    Lelekov, T.2    Ventre-Dominey, J.3    Jeannerod, M.4
  • 52
    • 0033248639 scopus 로고    scopus 로고
    • A meta-analytic review of the distribution of practice effect: Now you see it, now you don't
    • Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84, 795-805. http://dx.doi.org/10.1037/0021-9010.84.5.795
    • (1999) Journal of Applied Psychology , vol.84 , pp. 795-805
    • Donovan, J.J.1    Radosevich, D.J.2
  • 53
    • 84879371002 scopus 로고    scopus 로고
    • Comparison and mapping facilitate relation discovery and predication
    • Doumas, L. A., & Hummel, J. E. (2013). Comparison and mapping facilitate relation discovery and predication. PLoS ONE, 8, e63889. http://dx.doi.org/10.1371/journal.pone.0063889
    • (2013) PLoS ONE , vol.8 , pp. e63889
    • Doumas, L.A.1    Hummel, J.E.2
  • 54
    • 39049091453 scopus 로고    scopus 로고
    • A theory of the discovery and predication of relational concepts
    • Doumas, L. A., Hummel, J. E., & Sandhofer, C. M. (2008). A theory of the discovery and predication of relational concepts. Psychological Review, 115, 1-43. http://dx.doi.org/10.1037/0033-295X.115.1.1
    • (2008) Psychological Review , vol.115 , pp. 1-43
    • Doumas, L.A.1    Hummel, J.E.2    Sandhofer, C.M.3
  • 55
    • 84881610173 scopus 로고    scopus 로고
    • Relational reasoning and its manifestations in the educational context: A systematic review of the literature
    • Dumas, D., Alexander, P. A., & Grossnickle, E. M. (2013). Relational reasoning and its manifestations in the educational context: A systematic review of the literature. Educational Psychology Review, 25, 391-427. http://dx.doi.org/10.1007/s10648-013-9224-4
    • (2013) Educational Psychology Review , vol.25 , pp. 391-427
    • Dumas, D.1    Alexander, P.A.2    Grossnickle, E.M.3
  • 56
    • 0035425420 scopus 로고    scopus 로고
    • The in vivo/in vitro approach to cognition: The case of analogy
    • Dunbar, K., & Blanchette, I. (2001). The in vivo/in vitro approach to cognition: The case of analogy. Trends in Cognitive Sciences, 5, 334-339. http://dx.doi.org/10.1016/S1364-6613(00)01698-3
    • (2001) Trends in Cognitive Sciences , vol.5 , pp. 334-339
    • Dunbar, K.1    Blanchette, I.2
  • 57
    • 77949918514 scopus 로고    scopus 로고
    • The multiple-demand (MD) system of the primate brain: Mental programs for intelligent behaviour
    • Duncan, J. (2010). The multiple-demand (MD) system of the primate brain: Mental programs for intelligent behaviour. Trends in Cognitive Sciences, 14, 172-179. http://dx.doi.org/10.1016/j.tics.2010.01.004
    • (2010) Trends in Cognitive Sciences , vol.14 , pp. 172-179
    • Duncan, J.1
  • 58
    • 73949092814 scopus 로고    scopus 로고
    • The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change
    • Ebenezer, J. V., Chacko, S., Kaya, O. N., Koya, S. K., & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change. Journal of Research in Science Education, 47, 25-46.
    • (2010) Journal of Research in Science Education , vol.47 , pp. 25-46
    • Ebenezer, J.V.1    Chacko, S.2    Kaya, O.N.3    Koya, S.K.4    Ebenezer, D.L.5
  • 59
    • 84905575400 scopus 로고
    • Relational conceptual change in solution chemistry
    • Ebenezer, J. V., & Gaskell, P. J. (1995). Relational conceptual change in solution chemistry. Science Education, 79, 1-17. http://dx.doi.org/10.1002/sce.3730790102
    • (1995) Science Education , vol.79 , pp. 1-17
    • Ebenezer, J.V.1    Gaskell, P.J.2
  • 60
    • 84975623040 scopus 로고    scopus 로고
    • Pathways of conceptual change: Investigating the influence of experimentation skills on conceptual knowledge development in early science education
    • D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Austin: TX: Cognitive Science Society
    • Edelsbrunner, P. A., Schalk, L., Schumacher, R., & Stern, E. (2015). Pathways of conceptual change: Investigating the influence of experimentation skills on conceptual knowledge development in early science education. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 620-625). Austin: TX: Cognitive Science Society.
    • (2015) Proceedings of the 37th Annual Meeting of the Cognitive Science Society , pp. 620-625
    • Edelsbrunner, P.A.1    Schalk, L.2    Schumacher, R.3    Stern, E.4
  • 62
    • 0024767488 scopus 로고
    • The structuremapping engine: Algorithm and examples
    • Falkenhainer, B., Forbus, K. D., & Gentner, D. (1989). The structuremapping engine: Algorithm and examples. Artificial Intelligence, 41, 1-63. http://dx.doi.org/10.1016/0004-3702(89)90077-5
    • (1989) Artificial Intelligence , vol.41 , pp. 1-63
    • Falkenhainer, B.1    Forbus, K.D.2    Gentner, D.3
  • 63
    • 58149322672 scopus 로고
    • MAC/FAC: A Model of Similarity-Based Retrieval
    • Forbus, K. D., Gentner, D., & Law, K. (1995). MAC/FAC: A Model of Similarity-Based Retrieval. Cognitive Science, 19, 141-205. http://dx.doi.org/10.1207/s15516709cog1902_1
    • (1995) Cognitive Science , vol.19 , pp. 141-205
    • Forbus, K.D.1    Gentner, D.2    Law, K.3
  • 64
    • 36048936623 scopus 로고    scopus 로고
    • Comparing strategies for teaching abstract concepts in an online tutorial
    • Fox, E. J., & Sullivan, H. J. (2007). Comparing strategies for teaching abstract concepts in an online tutorial. Journal of Educational Computing Research, 37, 307-330. http://dx.doi.org/10.2190/EC.37.3.e
    • (2007) Journal of Educational Computing Research , vol.37 , pp. 307-330
    • Fox, E.J.1    Sullivan, H.J.2
  • 65
    • 0036570378 scopus 로고    scopus 로고
    • The computational modeling of analogy-making
    • French, R. M. (2002). The computational modeling of analogy-making. Trends in Cognitive Sciences, 6, 200-205. http://dx.doi.org/10.1016/S1364-6613(02)01882-X
    • (2002) Trends in Cognitive Sciences , vol.6 , pp. 200-205
    • French, R.M.1
  • 66
    • 84975628976 scopus 로고    scopus 로고
    • Doctoral dissertation, Northwestern University, Department of Electrical Engineering and Computer Science, Evanston, IL
    • Friedman, S. E. (2012). Computational conceptual change: An explanation based approach. Doctoral dissertation, Northwestern University, Department of Electrical Engineering and Computer Science, Evanston, IL.
    • (2012) Computational conceptual change: An explanation based approach
    • Friedman, S.E.1
  • 68
    • 84894322386 scopus 로고    scopus 로고
    • Concreteness fading in mathematics and science instruction: A systematic review
    • Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review, 26, 9-25. http://dx.doi.org/10.1007/s10648-014-9249-3
    • (2014) Educational Psychology Review , vol.26 , pp. 9-25
    • Fyfe, E.R.1    McNeil, N.M.2    Son, J.Y.3    Goldstone, R.L.4
  • 69
    • 42549096511 scopus 로고    scopus 로고
    • Toward and ecological theory of concepts
    • Gabora, L., Rosch, E., & Aerts, D. (2008). Toward and ecological theory of concepts. Ecological Psychology, 20, 84-116. http://dx.doi.org/10.1080/10407410701766676
    • (2008) Ecological Psychology , vol.20 , pp. 84-116
    • Gabora, L.1    Rosch, E.2    Aerts, D.3
  • 70
    • 82455187970 scopus 로고    scopus 로고
    • Effectiveness of holistic mental model confrontation in driving conceptual change
    • Gadgil, S., Nokes-Malach, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22, 47-61. http://dx.doi.org/10.1016/j.learninstruc.2011.06.002
    • (2012) Learning and Instruction , vol.22 , pp. 47-61
    • Gadgil, S.1    Nokes-Malach, T.J.2    Chi, M.T.H.3
  • 71
    • 80053400698 scopus 로고    scopus 로고
    • Concepts and folk theories
    • Gelman, S. A., & Legare, C. H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379-398. http://dx.doi.org/10.1146/annurev-anthro-081309-145822
    • (2011) Annual Review of Anthropology , vol.40 , pp. 379-398
    • Gelman, S.A.1    Legare, C.H.2
  • 72
    • 0001239718 scopus 로고
    • Some interesting differences between verbs and nouns
    • Gentner, D. (1981). Some interesting differences between verbs and nouns. Cognition and Brain Theory, 4, 161-178.
    • (1981) Cognition and Brain Theory , vol.4 , pp. 161-178
    • Gentner, D.1
  • 73
    • 0001730887 scopus 로고
    • Why nouns are learned before verbs: Linguistic relativity versus natural partitioning
    • S. A. Kuczaj (Ed.), Hillsdale, NJ: Erlbaum
    • Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj (Ed.), Language development: Vol. 2. Language, thought and culture (pp. 301-334). Hillsdale, NJ: Erlbaum.
    • (1982) Language development: Vol. 2. Language, thought and culture , pp. 301-334
    • Gentner, D.1
  • 74
    • 48749148075 scopus 로고
    • Structure mapping: A theoretical framework for analogy
    • Gentner, D. (1983). Structure mapping: A theoretical framework for analogy. Cognitive Science, 7, 155-170. http://dx.doi.org/10.1207/s15516709cog0702_3
    • (1983) Cognitive Science , vol.7 , pp. 155-170
    • Gentner, D.1
  • 75
  • 76
    • 77955806963 scopus 로고    scopus 로고
    • Bootstrapping the mind: Analogical processes and symbol systems
    • Gentner, D. (2010). Bootstrapping the mind: Analogical processes and symbol systems. Cognitive Science, 34, 752-775. http://dx.doi.org/10.1111/j.1551-6709.2010.01114.x
    • (2010) Cognitive Science , vol.34 , pp. 752-775
    • Gentner, D.1
  • 77
    • 79960166305 scopus 로고    scopus 로고
    • Structure mapping and relational language support children's learning of relational categories
    • Gentner, D., Anggoro, F. K., & Klibanoff, R. S. (2011). Structure mapping and relational language support children's learning of relational categories. Child Development, 82, 1173-1188. http://dx.doi.org/10.1111/j.1467-8624.2011.01599.x
    • (2011) Child Development , vol.82 , pp. 1173-1188
    • Gentner, D.1    Anggoro, F.K.2    Klibanoff, R.S.3
  • 78
  • 79
    • 84979307331 scopus 로고    scopus 로고
    • Individuation, relational relativity and early word learning
    • M. Bowerman & S. Levinson (Eds.), Cam-bridge, United Kingdom: Cambridge University Press
    • Gentner, D., & Boroditsky, L. (2001). Individuation, relational relativity and early word learning. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 215-256). Cam-bridge, United Kingdom: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620669.010
    • (2001) Language acquisition and conceptual development , pp. 215-256
    • Gentner, D.1    Boroditsky, L.2
  • 80
    • 0002891746 scopus 로고    scopus 로고
    • Analogy and creativity in the works of Johannes Kepler
    • T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Washington, DC: American Psychological Association
    • Gentner, D., Brem, S., Ferguson, R., & Wolff, P. (1997). Analogy and creativity in the works of Johannes Kepler. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 403-459). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10227-016
    • (1997) Creative thought: An investigation of conceptual structures and processes , pp. 403-459
    • Gentner, D.1    Brem, S.2    Ferguson, R.3    Wolff, P.4
  • 81
    • 84978856615 scopus 로고
    • The verb mutability effect: Studies of the combinatorial semantics of nouns and verbs
    • S. L. Small, G. W. Cottrell, & M. K. Tanenhaus (Eds.), San Mateo, CA: Morgan Kaufman
    • Gentner, D., & France, I. M. (1988). The verb mutability effect: Studies of the combinatorial semantics of nouns and verbs. In S. L. Small, G. W. Cottrell, & M. K. Tanenhaus (Eds.), Lexical ambiguity resolution: Perspectives from psycholinguistics, neuropsychology, and artificial intelligence (pp. 343-382). San Mateo, CA: Morgan Kaufman. http://dx.doi.org/10.1016/B978-0-08-051013-2.50018-5
    • (1988) Lexical ambiguity resolution: Perspectives from psycholinguistics, neuropsychology, and artificial intelligence , pp. 343-382
    • Gentner, D.1    France, I.M.2
  • 82
    • 85041656673 scopus 로고    scopus 로고
    • Analogical reasoning
    • V. S. Ramachandran (Eds.), 2nd Ed, Oxford, UK: Elsevier
    • Gentner, D. & Smith, L. (2012). Analogical reasoning. In V. S. Ramachandran (Eds.), Encyclopedia of Human Behavior (2nd Ed.) (pp. 130-136). Oxford, UK: Elsevier.
    • (2012) Encyclopedia of Human Behavior , pp. 130-136
    • Gentner, D.1    Smith, L.2
  • 83
    • 34548390244 scopus 로고    scopus 로고
    • Relational categories
    • W. K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman, & P. Wolff (Eds.), Washington, DC: American Psychological Association
    • Gentner, D., & Kurtz, K. J. (2005). Relational categories. In W. K. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman, & P. Wolff (Eds.), Categorization inside and outside the laboratory: Essays in honor of Douglas L. Medin (pp. 151-175). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/11156-009
    • (2005) Categorization inside and outside the laboratory: Essays in honor of Douglas L. Medin , pp. 151-175
    • Gentner, D.1    Kurtz, K.J.2
  • 85
    • 34848850685 scopus 로고    scopus 로고
    • Comparison facilitates children's learning of names for parts
    • Gentner, D., Loewenstein, J., & Hung, B. (2007). Comparison facilitates children's learning of names for parts. Journal of Cognition and Development, 8, 285-307. http://dx.doi.org/10.1080/15248370701446434
    • (2007) Journal of Cognition and Development , vol.8 , pp. 285-307
    • Gentner, D.1    Loewenstein, J.2    Hung, B.3
  • 86
    • 0037933456 scopus 로고    scopus 로고
    • Learning and transfer: A general role for analogical encoding
    • Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408. http://dx.doi.org/10.1037/0022-0663.95.2.393
    • (2003) Journal of Educational Psychology , vol.95 , pp. 393-408
    • Gentner, D.1    Loewenstein, J.2    Thompson, L.3
  • 87
    • 77953163561 scopus 로고    scopus 로고
    • Reviving inert knowledge: Analogical abstraction supports relational retrieval of past events
    • Gentner, D., Loewenstein, J., Thompson, L., & Forbus, K. D. (2009). Reviving inert knowledge: Analogical abstraction supports relational retrieval of past events. Cognitive Science, 33, 1343-1382. http://dx.doi.org/10.1111/j.1551-6709.2009.01070.x
    • (2009) Cognitive Science , vol.33 , pp. 1343-1382
    • Gentner, D.1    Loewenstein, J.2    Thompson, L.3    Forbus, K.D.4
  • 88
    • 0002514104 scopus 로고    scopus 로고
    • Structure mapping in analogy and similarity
    • Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52, 45-56. http://dx.doi.org/10.1037/0003-066X.52.1.45
    • (1997) American Psychologist , vol.52 , pp. 45-56
    • Gentner, D.1    Markman, A.B.2
  • 89
    • 84875788652 scopus 로고    scopus 로고
    • Spatial language facilitates spatial cognition: Evidence from children who lack language input
    • Gentner, D., Ozyürek, A., Gürcanli, O., & Goldin-Meadow, S. (2013). Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition, 127, 318-330. http://dx.doi.org/10.1016/j.cognition.2013.01.003
    • (2013) Cognition , vol.127 , pp. 318-330
    • Gentner, D.1    Ozyürek, A.2    Gürcanli, O.3    Goldin-Meadow, S.4
  • 90
    • 0002295931 scopus 로고
    • Language and the career of similarity
    • S. A. Gelman & J. P. Byrnes (Eds.), London: Cambridge University Press
    • Gentner, D., & Rattermann, M. J. (1991). Language and the career of similarity. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on language and thought: Interrelations in development (pp. 225-277). London: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511983689.008
    • (1991) Perspectives on language and thought: Interrelations in development , pp. 225-277
    • Gentner, D.1    Rattermann, M.J.2
  • 91
    • 0027686046 scopus 로고
    • The roles of similarity in transfer: Separating retrievability from inferential soundness
    • Gentner, D., Rattermann, M. J., & Forbus, K. D. (1993). The roles of similarity in transfer: Separating retrievability from inferential soundness. Cognitive Psychology, 25, 524-575. http://dx.doi.org/10.1006/cogp.1993.1013
    • (1993) Cognitive Psychology , vol.25 , pp. 524-575
    • Gentner, D.1    Rattermann, M.J.2    Forbus, K.D.3
  • 92
    • 84982556581 scopus 로고
    • Analogical problem solving
    • Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355. http://dx.doi.org/10.1016/0010-0285(80)90013-4
    • (1980) Cognitive Psychology , vol.12 , pp. 306-355
    • Gick, M.L.1    Holyoak, K.J.2
  • 93
    • 0003081266 scopus 로고
    • Schema induction and analogical transfer
    • Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38. http://dx.doi.org/10.1016/0010-0285(83)90002-6
    • (1983) Cognitive Psychology , vol.15 , pp. 1-38
    • Gick, M.L.1    Holyoak, K.J.2
  • 94
    • 64249121839 scopus 로고    scopus 로고
    • Developmental "roots" in mature biological knowledge
    • Goldberg, R. F., & Thompson-Schill, S. L. (2009). Developmental "roots" in mature biological knowledge. Psychological Science, 20, 480-487. http://dx.doi.org/10.1111/j.1467-9280.2009.02320.x
    • (2009) Psychological Science , vol.20 , pp. 480-487
    • Goldberg, R.F.1    Thompson-Schill, S.L.2
  • 95
    • 0028488224 scopus 로고
    • The role of similarity in categorization: Providing a groundwork
    • Goldstone, R. L. (1994). The role of similarity in categorization: Providing a groundwork. Cognition, 52, 125-157. http://dx.doi.org/10.1016/0010-0277(94)90065-5
    • (1994) Cognition , vol.52 , pp. 125-157
    • Goldstone, R.L.1
  • 96
    • 0029737494 scopus 로고    scopus 로고
    • Isolated and interrelated concepts
    • Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24, 608-628. http://dx.doi.org/10.3758/BF03201087
    • (1996) Memory & Cognition , vol.24 , pp. 608-628
    • Goldstone, R.L.1
  • 97
    • 0031605844 scopus 로고    scopus 로고
    • Perceptual learning
    • Goldstone, R. L. (1998). Perceptual learning. Annual Review of Psychology, 49, 585-612. http://dx.doi.org/10.1146/annurev.psych.49.1.585
    • (1998) Annual Review of Psychology , vol.49 , pp. 585-612
    • Goldstone, R.L.1
  • 98
    • 84975669043 scopus 로고    scopus 로고
    • Similarity
    • H. Pashler (Ed.), Thousand Oaks, CA: SAGE Reference
    • Goldstone, R. L., & Day, S. B. (2013). Similarity. In H. Pashler (Ed.), The encyclopedia of mind (pp. 696-699). Thousand Oaks, CA: SAGE Reference. http://dx.doi.org/10.4135/9781452257044.n257
    • (2013) The encyclopedia of mind , pp. 696-699
    • Goldstone, R.L.1    Day, S.B.2
  • 101
    • 0036266681 scopus 로고    scopus 로고
    • Using relations within conceptual systems to translate across conceptual systems
    • Goldstone, R. L., & Rogosky, B. J. (2002). Using relations within conceptual systems to translate across conceptual systems. Cognition, 84, 295-320. http://dx.doi.org/10.1016/S0010-0277(02)00053-7
    • (2002) Cognition , vol.84 , pp. 295-320
    • Goldstone, R.L.1    Rogosky, B.J.2
  • 102
    • 0037780076 scopus 로고    scopus 로고
    • The transfer of abstract principles governing complex adaptive systems
    • Goldstone, R. L., & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46, 414-466. http://dx.doi.org/10.1016/S0010-0285(02)00519-4
    • (2003) Cognitive Psychology , vol.46 , pp. 414-466
    • Goldstone, R.L.1    Sakamoto, Y.2
  • 103
    • 12844275984 scopus 로고    scopus 로고
    • The transfer of scientific principles using concrete and idealized simulations
    • Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14, 69-110. http://dx.doi.org/10.1207/s15327809jls1401_4
    • (2005) Journal of the Learning Sciences , vol.14 , pp. 69-110
    • Goldstone, R.L.1    Son, J.Y.2
  • 104
    • 84921997006 scopus 로고    scopus 로고
    • On the acquisition of abstract knowledge: Structural alignment and explication in learning causal system categories
    • Goldwater, M. B., & Gentner, D. (2015). On the acquisition of abstract knowledge: Structural alignment and explication in learning causal system categories. Cognition, 137, 137-153. http://dx.doi.org/10.1016/j.cognition.2014.12.001
    • (2015) Cognition , vol.137 , pp. 137-153
    • Goldwater, M.B.1    Gentner, D.2
  • 105
    • 79955787109 scopus 로고    scopus 로고
    • Categorizing entities by common role
    • Goldwater, M. B., & Markman, A. B. (2011). Categorizing entities by common role. Psychonomic Bulletin & Review, 18, 406-413. http://dx.doi.org/10.3758/s13423-011-0058-0
    • (2011) Psychonomic Bulletin & Review , vol.18 , pp. 406-413
    • Goldwater, M.B.1    Markman, A.B.2
  • 106
    • 84863437360 scopus 로고    scopus 로고
    • The empirical case for role-governed categories
    • Goldwater, M. B., Markman, A. B., & Stilwell, C. H. (2011). The empirical case for role-governed categories. Cognition, 118, 359-376. http://dx.doi.org/10.1016/j.cognition.2010.10.009
    • (2011) Cognition , vol.118 , pp. 359-376
    • Goldwater, M.B.1    Markman, A.B.2    Stilwell, C.H.3
  • 109
    • 84922760428 scopus 로고    scopus 로고
    • Compositionality in rational analysis: Grammar-based induction for concept learning
    • M. Oaksford & N. Chater (Eds.), Oxford: Oxford University Press
    • Goodman, N. D., Tenenbaum, J. B., Griffiths, T. L., & Feldman, J. (2008). Compositionality in rational analysis: Grammar-based induction for concept learning. In M. Oaksford & N. Chater (Eds.), The probabilistic mind: Prospects for rational models of cognition. Oxford: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780199216093.003.0017
    • (2008) The probabilistic mind: Prospects for rational models of cognition
    • Goodman, N.D.1    Tenenbaum, J.B.2    Griffiths, T.L.3    Feldman, J.4
  • 110
    • 33745461583 scopus 로고    scopus 로고
    • Frontopolar cortex mediates abstract integration in analogy
    • Green, A. E., Fugelsang, J. A., Kraemer, D. J., Shamosh, N. A., & Dunbar, K. N. (2006). Frontopolar cortex mediates abstract integration in analogy. Brain Research, 1096, 125-137. http://dx.doi.org/10.1016/j.brainres.2006.04.024
    • (2006) Brain Research , vol.1096 , pp. 125-137
    • Green, A.E.1    Fugelsang, J.A.2    Kraemer, D.J.3    Shamosh, N.A.4    Dunbar, K.N.5
  • 111
    • 84857058469 scopus 로고    scopus 로고
    • Differently structured advance organizers lead to different initial schemata and learning outcomes
    • Gurlitt, J., Dummel, S., Schuster, S., & Nückles, M. (2012). Differently structured advance organizers lead to different initial schemata and learning outcomes. Instructional Science, 40, 351-369. http://dx.doi.org/10.1007/s11251-011-9180-7
    • (2012) Instructional Science , vol.40 , pp. 351-369
    • Gurlitt, J.1    Dummel, S.2    Schuster, S.3    Nückles, M.4
  • 112
    • 84869867120 scopus 로고    scopus 로고
    • Computational models of relational processes in cognitive development
    • Halford, G. S., Andrews, G., Wilson, W. H., & Phillips, S. (2012). Computational models of relational processes in cognitive development. Cognitive Development, 27, 481-499. http://dx.doi.org/10.1016/j.cogdev.2012.08.003
    • (2012) Cognitive Development , vol.27 , pp. 481-499
    • Halford, G.S.1    Andrews, G.2    Wilson, W.H.3    Phillips, S.4
  • 113
  • 114
    • 0032436262 scopus 로고    scopus 로고
    • Processing capacity defined by relational complexity: Implications for comparative, developmental, and cognitive psychology
    • Halford, G. S., Wilson, W. H., & Phillips, S. (1998). Processing capacity defined by relational complexity: Implications for comparative, developmental, and cognitive psychology. Behavioral and Brain Sciences, 21, 803-831. http://dx.doi.org/10.1017/S0140525X98001769
    • (1998) Behavioral and Brain Sciences , vol.21 , pp. 803-831
    • Halford, G.S.1    Wilson, W.H.2    Phillips, S.3
  • 115
    • 77958181351 scopus 로고    scopus 로고
    • Relational knowledge: The foundation of higher cognition
    • Halford, G. S., Wilson, W. H., & Phillips, S. (2010). Relational knowledge: The foundation of higher cognition. Trends in Cognitive Sciences, 14, 497-505. http://dx.doi.org/10.1016/j.tics.2010.08.005
    • (2010) Trends in Cognitive Sciences , vol.14 , pp. 497-505
    • Halford, G.S.1    Wilson, W.H.2    Phillips, S.3
  • 116
    • 0242330759 scopus 로고    scopus 로고
    • Why are some people more knowledgeable than others? A longitudinal study of knowledge acquisition
    • Hambrick, D. Z. (2003). Why are some people more knowledgeable than others? A longitudinal study of knowledge acquisition. Memory & Cognition, 31, 902-917. http://dx.doi.org/10.3758/BF03196444
    • (2003) Memory & Cognition , vol.31 , pp. 902-917
    • Hambrick, D.Z.1
  • 118
    • 80053581339 scopus 로고    scopus 로고
    • Limits on the predictive power of domain-specific experience and Knowledge in skilled performance
    • Hambrick, D. Z., & Meinz, E. J. (2011). Limits on the predictive power of domain-specific experience and Knowledge in skilled performance. Current Directions in Psychological Science, 20, 275-279. http://dx.doi.org/10.1177/0963721411422061
    • (2011) Current Directions in Psychological Science , vol.20 , pp. 275-279
    • Hambrick, D.Z.1    Meinz, E.J.2
  • 119
    • 0028417923 scopus 로고
    • Young children's naive theory of biology
    • Hatano, G., & Inagaki, K. (1994). Young children's naive theory of biology. Cognition, 50, 171-188. http://dx.doi.org/10.1016/0010-0277(94)90027-2
    • (1994) Cognition , vol.50 , pp. 171-188
    • Hatano, G.1    Inagaki, K.2
  • 120
    • 79960327491 scopus 로고    scopus 로고
    • The ubiquitous patterns of incorrect answers to science questions: The role of automatic, bottom-up processes
    • Heckler, A. F. (2011). The ubiquitous patterns of incorrect answers to science questions: The role of automatic, bottom-up processes. Psychology of Learning and Motivation-Advances in Research and Theory, 55, 227-263. http://dx.doi.org/10.1016/B978-0-12-387691-1.00008-9
    • (2011) Psychology of Learning and Motivation-Advances in Research and Theory , vol.55 , pp. 227-263
    • Heckler, A.F.1
  • 121
    • 84926632299 scopus 로고    scopus 로고
    • Patterns of response times and response choices to science questions: The influence of relative processing time
    • Heckler, A. F., & Scaife, T. M. (2015). Patterns of response times and response choices to science questions: The influence of relative processing time. Cognitive Science, 39, 496-537. http://dx.doi.org/10.1111/cogs.12166
    • (2015) Cognitive Science , vol.39 , pp. 496-537
    • Heckler, A.F.1    Scaife, T.M.2
  • 122
    • 21844501116 scopus 로고
    • Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers
    • Hegarty, M., Mayer, R. E., & Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology, 87, 18-32. http://dx.doi.org/10.1037/0022-0663.87.1.18
    • (1995) Journal of Educational Psychology , vol.87 , pp. 18-32
    • Hegarty, M.1    Mayer, R.E.2    Monk, C.A.3
  • 123
    • 0002485539 scopus 로고    scopus 로고
    • Background knowledge and models of categorization
    • U. Hahn & M. Ramscar (Eds.), Oxford, United Kingdom: Oxford University Press
    • Heit, E. (2001). Background knowledge and models of categorization. In U. Hahn & M. Ramscar (Eds.), Similarity and categorization (pp. 155-178). Oxford, United Kingdom: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780198506287.003.0009
    • (2001) Similarity and categorization , pp. 155-178
    • Heit, E.1
  • 124
    • 84855962813 scopus 로고    scopus 로고
    • The opposite of republican: Polarization and political categorization
    • Heit, E., & Nicholson, S. P. (2010). The opposite of republican: Polarization and political categorization. Cognitive Science, 34, 1503-1516. http://dx.doi.org/10.1111/j.1551-6709.2010.01138.x
    • (2010) Cognitive Science , vol.34 , pp. 1503-1516
    • Heit, E.1    Nicholson, S.P.2
  • 125
    • 85089187445 scopus 로고    scopus 로고
    • Comparisons in category learning: How best to compare for what
    • L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Austin, TX: Cognitive Science Society, Austin
    • Higgins, E. J., & Ross, B. H. (2011). Comparisons in category learning: How best to compare for what. In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1388-1393). Austin, TX: Cognitive Science Society, Austin.
    • (2011) Proceedings of the 33rd Annual Conference of the Cognitive Science Society , pp. 1388-1393
    • Higgins, E.J.1    Ross, B.H.2
  • 126
    • 0023374611 scopus 로고
    • Surface and structural similarity in analogical transfer
    • Holyoak, K. J., & Koh, K. (1987). Surface and structural similarity in analogical transfer. Memory & Cognition, 15, 332-340. http://dx.doi.org/10.3758/BF03197035
    • (1987) Memory & Cognition , vol.15 , pp. 332-340
    • Holyoak, K.J.1    Koh, K.2
  • 127
    • 0002018302 scopus 로고
    • Analogical mapping by constraint satisfaction
    • Holyoak, K. J., & Thagard, P. (1989). Analogical mapping by constraint satisfaction. Cognitive Science, 13, 295-355. http://dx.doi.org/10.1207/s15516709cog1303_1
    • (1989) Cognitive Science , vol.13 , pp. 295-355
    • Holyoak, K.J.1    Thagard, P.2
  • 128
    • 0030641856 scopus 로고    scopus 로고
    • The analogical mind
    • Holyoak, K. J., & Thagard, P. (1997). The analogical mind. American Psychologist, 52, 35-44. http://dx.doi.org/10.1037/0003-066X.52.1.35
    • (1997) American Psychologist , vol.52 , pp. 35-44
    • Holyoak, K.J.1    Thagard, P.2
  • 129
    • 0344856726 scopus 로고    scopus 로고
    • Distributed representations of structure: A theory of analogical access and mapping
    • Hummel, J. E., & Holyoak, K. J. (1997). Distributed representations of structure: A theory of analogical access and mapping. Psychological Review, 104, 427-466. http://dx.doi.org/10.1037/0033-295X.104.3.427
    • (1997) Psychological Review , vol.104 , pp. 427-466
    • Hummel, J.E.1    Holyoak, K.J.2
  • 130
    • 0942271625 scopus 로고    scopus 로고
    • Problem solving, cognition, and complex systems: Differences between experts and novices
    • Jacobson, M. J. (2001). Problem solving, cognition, and complex systems: Differences between experts and novices. Complexity, 6, 41-49. http://dx.doi.org/10.1002/cplx.1027
    • (2001) Complexity , vol.6 , pp. 41-49
    • Jacobson, M.J.1
  • 131
    • 79961169266 scopus 로고    scopus 로고
    • The ontologies of complexity and learning about complex systems
    • Jacobson, M. J., Kapur, M., So, H. J., & Lee, J. (2011). The ontologies of complexity and learning about complex systems. Instructional Science, 39, 763-783. http://dx.doi.org/10.1007/s11251-010-9147-0
    • (2011) Instructional Science , vol.39 , pp. 763-783
    • Jacobson, M.J.1    Kapur, M.2    So, H.J.3    Lee, J.4
  • 132
    • 78249232004 scopus 로고    scopus 로고
    • Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition
    • Jacoby, L. L., Wahlheim, C. N., & Coane, J. H. (2010). Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1441-1451. http://dx.doi.org/10.1037/a0020636
    • (2010) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.36 , pp. 1441-1451
    • Jacoby, L.L.1    Wahlheim, C.N.2    Coane, J.H.3
  • 133
    • 84941926632 scopus 로고    scopus 로고
    • Relational words have high metaphoric potential
    • Jamrozik, A., Sagi, E., Goldwater, M., & Gentner, D. (2013). Relational words have high metaphoric potential. Meta4NLP, 2013, 21.
    • (2013) Meta4NLP , vol.2013 , pp. 21
    • Jamrozik, A.1    Sagi, E.2    Goldwater, M.3    Gentner, D.4
  • 134
    • 84882623342 scopus 로고    scopus 로고
    • Finding faults: Analogical comparison supports spatial concept learning in geoscience
    • Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., & Sageman, B. (2013). Finding faults: Analogical comparison supports spatial concept learning in geoscience. Cognitive Processing, 14, 175-187. http://dx.doi.org/10.1007/s10339-013-0551-7
    • (2013) Cognitive Processing , vol.14 , pp. 175-187
    • Jee, B.D.1    Uttal, D.H.2    Gentner, D.3    Manduca, C.4    Shipley, T.F.5    Sageman, B.6
  • 135
    • 0032199311 scopus 로고    scopus 로고
    • Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams syndrome
    • Johnson, S. C., & Carey, S. (1998). Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams syndrome. Cognitive Psychology, 37, 156-200. http://dx.doi.org/10.1006/cogp.1998.0695
    • (1998) Cognitive Psychology , vol.37 , pp. 156-200
    • Johnson, S.C.1    Carey, S.2
  • 136
    • 35348976668 scopus 로고    scopus 로고
    • Beyond common features: The role of roles in determining similarity
    • Jones, M., & Love, B. C. (2007). Beyond common features: The role of roles in determining similarity. Cognitive Psychology, 55, 196-231. http://dx.doi.org/10.1016/j.cogpsych.2006.09.004
    • (2007) Cognitive Psychology , vol.55 , pp. 196-231
    • Jones, M.1    Love, B.C.2
  • 137
    • 84926511641 scopus 로고    scopus 로고
    • Progressive alignment facilitates learning of deterministic but not probabilistic relational categories
    • L. Carlson, C. Hölscher, & T. F. Shipley, Austin, TX: Cognitive Science Society
    • Jung, W., & Hummel, J. E. (2011). Progressive alignment facilitates learning of deterministic but not probabilistic relational categories. In L. Carlson, C. Hölscher, & T. F. Shipley, Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2643-5648). Austin, TX: Cognitive Science Society.
    • (2011) Proceedings of the 33rd Annual Conference of the Cognitive Science Society , pp. 2643-5648
    • Jung, W.1    Hummel, J.E.2
  • 140
    • 42549144035 scopus 로고    scopus 로고
    • The advantage of abstract examples in learning math
    • Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320, 454-455. http://dx.doi.org/10.1126/science.1154659
    • (2008) Science , vol.320 , pp. 454-455
    • Kaminski, J.A.1    Sloutsky, V.M.2    Heckler, A.F.3
  • 141
    • 46849100254 scopus 로고    scopus 로고
    • Productive failure
    • Kapur, M. (2008). Productive failure. Cognition and Instruction, 26, 379-424. http://dx.doi.org/10.1080/07370000802212669
    • (2008) Cognition and Instruction , vol.26 , pp. 379-424
    • Kapur, M.1
  • 142
    • 84929835248 scopus 로고    scopus 로고
    • The testing effect is alive and well with complex materials
    • Karpicke, J. D., & Aue, W. R. (2015). The testing effect is alive and well with complex materials. Educational Psychology Review, 27, 317-326. http://dx.doi.org/10.1007/s10648-015-9309-3
    • (2015) Educational Psychology Review , vol.27 , pp. 317-326
    • Karpicke, J.D.1    Aue, W.R.2
  • 143
    • 84872713182 scopus 로고    scopus 로고
    • Perceptual learning, cognition, and expertise
    • Kellman, P. J., & Massey, C. M. (2013). Perceptual learning, cognition, and expertise. Psychology of Learning and Motivation, 58, 117-165. http://dx.doi.org/10.1016/B978-0-12-407237-4.00004-9
    • (2013) Psychology of Learning and Motivation , vol.58 , pp. 117-165
    • Kellman, P.J.1    Massey, C.M.2
  • 144
    • 84874522214 scopus 로고    scopus 로고
    • Exploring the conceptual universe
    • Kemp, C. (2012). Exploring the conceptual universe. Psychological Review, 119, 685-722. http://dx.doi.org/10.1037/a0029347
    • (2012) Psychological Review , vol.119 , pp. 685-722
    • Kemp, C.1
  • 145
    • 73449097433 scopus 로고    scopus 로고
    • A probabilistic model of theory formation
    • Kemp, C., Tenenbaum, J. B., Niyogi, S., & Griffiths, T. L. (2010). A probabilistic model of theory formation. Cognition, 114, 165-196. http://dx.doi.org/10.1016/j.cognition.2009.09.003
    • (2010) Cognition , vol.114 , pp. 165-196
    • Kemp, C.1    Tenenbaum, J.B.2    Niyogi, S.3    Griffiths, T.L.4
  • 147
    • 84884908699 scopus 로고    scopus 로고
    • Exploiting persistent mappings in crossdomain analogical learning of physical domains
    • Klenk, M., & Forbus, K. (2013). Exploiting persistent mappings in crossdomain analogical learning of physical domains. Artificial Intelligence, 195, 398-417. http://dx.doi.org/10.1016/j.artint.2012.11.002
    • (2013) Artificial Intelligence , vol.195 , pp. 398-417
    • Klenk, M.1    Forbus, K.2
  • 148
    • 78349253835 scopus 로고    scopus 로고
    • Situated naïve physics: Task constraints decide what children know about density
    • Kloos, H., Fisher, A., & Van Orden, G. C. (2010). Situated naïve physics: Task constraints decide what children know about density. Journal of Experimental Psychology: General, 139, 625-637. http://dx.doi.org/10.1037/a0020977
    • (2010) Journal of Experimental Psychology: General , vol.139 , pp. 625-637
    • Kloos, H.1    Fisher, A.2    Van Orden, G.C.3
  • 149
    • 84863442345 scopus 로고    scopus 로고
    • The knowledgelearning-instruction framework: Bridging the science-practice chasm to enhance robust student learning
    • Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012). The knowledgelearning-instruction framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36, 757-798. http://dx.doi.org/10.1111/j.1551-6709.2012.01245.x
    • (2012) Cognitive Science , vol.36 , pp. 757-798
    • Koedinger, K.R.1    Corbett, A.T.2    Perfetti, C.3
  • 150
    • 85066514627 scopus 로고    scopus 로고
    • Learning to think: Cognitive mechanisms of knowledge transfer
    • K. J. Holyoak & R. G. Morrison (Eds.), New York, NY: Oxford University Press
    • Koedinger, K. R., & Roll, I. (2012). Learning to think: Cognitive mechanisms of knowledge transfer. In K. J. Holyoak & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (pp. 789-806). New York, NY: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780199734689.013.0040
    • (2012) The Oxford handbook of thinking and reasoning , pp. 789-806
    • Koedinger, K.R.1    Roll, I.2
  • 151
    • 84868635007 scopus 로고    scopus 로고
    • Learning radiological appearances of diseases: Does comparison help?
    • Kok, E. M., de Bruin, A. B. H., Robben, S. G. F., & van Merriënboer, J. J. G. (2013). Learning radiological appearances of diseases: Does comparison help? Learning and Instruction, 23, 90-97. http://dx.doi.org/10.1016/j.learninstruc.2012.07.004
    • (2013) Learning and Instruction , vol.23 , pp. 90-97
    • Kok, E.M.1    de Bruin, A.B.H.2    Robben, S.G.F.3    van Merriënboer, J.J.G.4
  • 152
    • 77952880975 scopus 로고    scopus 로고
    • Coherent knowledge structures of physics represented as concept networks in teacher education
    • Koponen, I. T., & Pehkonen, M. (2010). Coherent knowledge structures of physics represented as concept networks in teacher education. Science & Education, 19, 259-282. http://dx.doi.org/10.1007/s11191-009-9200-z
    • (2010) Science & Education , vol.19 , pp. 259-282
    • Koponen, I.T.1    Pehkonen, M.2
  • 153
    • 44949148428 scopus 로고    scopus 로고
    • Learning concepts and categories: Is spacing the "enemy of induction"?
    • Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19, 585-592. http://dx.doi.org/10.1111/j.1467-9280.2008.02127.x
    • (2008) Psychological Science , vol.19 , pp. 585-592
    • Kornell, N.1    Bjork, R.A.2
  • 154
    • 0026477904 scopus 로고
    • ALCOVE: An exemplar-based connectionist model of category learning
    • Kruschke, J. K. (1992). ALCOVE: An exemplar-based connectionist model of category learning. Psychological Review, 99, 22-44. http://dx.doi.org/10.1037/0033-295X.99.1.22
    • (1992) Psychological Review , vol.99 , pp. 22-44
    • Kruschke, J.K.1
  • 155
    • 34250876224 scopus 로고    scopus 로고
    • Converging on a new role for analogy in problem solving and retrieval: When two problems are better than one
    • Kurtz, K. J., & Loewenstein, J. (2007). Converging on a new role for analogy in problem solving and retrieval: When two problems are better than one. Memory & Cognition, 35, 334-341. http://dx.doi.org/10.3758/BF03193454
    • (2007) Memory & Cognition , vol.35 , pp. 334-341
    • Kurtz, K.J.1    Loewenstein, J.2
  • 158
    • 84884681401 scopus 로고    scopus 로고
    • Detecting anomalous features in complex stimuli: The role of structured comparison
    • Kurtz, K. J., & Gentner, D. (2013). Detecting anomalous features in complex stimuli: The role of structured comparison. Journal of Experimental Psychology: Applied, 19, 219-232. http://dx.doi.org/10.1037/a0034395
    • (2013) Journal of Experimental Psychology: Applied , vol.19 , pp. 219-232
    • Kurtz, K.J.1    Gentner, D.2
  • 159
    • 35348904617 scopus 로고    scopus 로고
    • The divergent autoencoder (DIVA) model of category learning
    • Kurtz, K. J. (2007). The divergent autoencoder (DIVA) model of category learning. Psychonomic Bulletin & Review, 14, 560-576. http://dx.doi.org/10.3758/BF03196806
    • (2007) Psychonomic Bulletin & Review , vol.14 , pp. 560-576
    • Kurtz, K.J.1
  • 161
    • 84925653483 scopus 로고    scopus 로고
    • Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning
    • Lachner, A., & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Journal of Experimental Psychology: Applied, 21, 101-115. http://dx.doi.org/10.1037/xap0000038
    • (2015) Journal of Experimental Psychology: Applied , vol.21 , pp. 101-115
    • Lachner, A.1    Nückles, M.2
  • 163
  • 164
    • 84929843010 scopus 로고    scopus 로고
    • High element interactivity information during problem solving may lead to failure to obtain the testing effect
    • Leahy, W., Hanham, J., & Sweller, J. (2015). High element interactivity information during problem solving may lead to failure to obtain the testing effect. Educational Psychology Review, 27, 291-304. http://dx.doi.org/10.1007/s10648-015-9296-4
    • (2015) Educational Psychology Review , vol.27 , pp. 291-304
    • Leahy, W.1    Hanham, J.2    Sweller, J.3
  • 165
    • 0035685775 scopus 로고    scopus 로고
    • Development of an assessment of student conception of the nature of science
    • Libarkin, J. C. (2001). Development of an assessment of student conception of the nature of science. Journal of Geoscience Education, 49, 435-442.
    • (2001) Journal of Geoscience Education , vol.49 , pp. 435-442
    • Libarkin, J.C.1
  • 166
    • 84975626361 scopus 로고    scopus 로고
    • Prepared for the National Research Council Promising Practices in Undergraduate STEM Education Workshop 2 (Washington, DC, Oct. 13-14, 2008)
    • Libarkin, J. C. (2008). Concept inventories in higher education science. Prepared for the National Research Council Promising Practices in Undergraduate STEM Education Workshop 2 (Washington, DC, Oct. 13-14, 2008).
    • (2008) Concept inventories in higher education science
    • Libarkin, J.C.1
  • 168
    • 33846234344 scopus 로고    scopus 로고
    • Ad hoc category restructuring
    • Little, D. R., Lewandowsky, S., & Heit, E. (2006). Ad hoc category restructuring. Memory & Cognition, 34, 1398-1413. http://dx.doi.org/10.3758/BF03195905
    • (2006) Memory & Cognition , vol.34 , pp. 1398-1413
    • Little, D.R.1    Lewandowsky, S.2    Heit, E.3
  • 169
    • 84922795159 scopus 로고    scopus 로고
    • Individual differences in category learning: Memorization versus rule abstraction
    • Little, J. L., & McDaniel, M. A. (2015). Individual differences in category learning: Memorization versus rule abstraction. Memory & Cognition, 43, 283-297. http://dx.doi.org/10.3758/s13421-014-0475-1
    • (2015) Memory & Cognition , vol.43 , pp. 283-297
    • Little, J.L.1    McDaniel, M.A.2
  • 170
    • 85013752980 scopus 로고    scopus 로고
    • How one's hook is baited matters for catching an analogy
    • Loewenstein, J. (2010). How one's hook is baited matters for catching an analogy. Psychology of Learning and Motivation, 53, 149-182. http://dx.doi.org/10.1016/S0079-7421(10)53004-4
    • (2010) Psychology of Learning and Motivation , vol.53 , pp. 149-182
    • Loewenstein, J.1
  • 171
    • 0037493804 scopus 로고    scopus 로고
    • Spatial mapping in preschoolers: Close comparisons facilitate far mappings
    • Loewenstein, J., & Gentner, D. (2001). Spatial mapping in preschoolers: Close comparisons facilitate far mappings. Journal of Cognition and Development, 2, 189-219. http://dx.doi.org/10.1207/S15327647JCD0202_4
    • (2001) Journal of Cognition and Development , vol.2 , pp. 189-219
    • Loewenstein, J.1    Gentner, D.2
  • 172
    • 18444395553 scopus 로고    scopus 로고
    • Relational language and the development of relational mapping
    • Loewenstein, J., & Gentner, D. (2005). Relational language and the development of relational mapping. Cognitive Psychology, 50, 315-353. http://dx.doi.org/10.1016/j.cogpsych.2004.09.004
    • (2005) Cognitive Psychology , vol.50 , pp. 315-353
    • Loewenstein, J.1    Gentner, D.2
  • 173
    • 84907176073 scopus 로고    scopus 로고
    • Knowing what you don't know makes failure productive
    • Loibl, K., & Rummel, N. (2014). Knowing what you don't know makes failure productive. Learning and Instruction, 34, 74-85.
    • (2014) Learning and Instruction , vol.34 , pp. 74-85
    • Loibl, K.1    Rummel, N.2
  • 174
    • 0041995398 scopus 로고    scopus 로고
    • The multifaceted nature of unsupervised category learning
    • Love, B. C. (2003). The multifaceted nature of unsupervised category learning. Psychonomic Bulletin & Review, 10, 190-197. http://dx.doi.org/10.3758/BF03196484
    • (2003) Psychonomic Bulletin & Review , vol.10 , pp. 190-197
    • Love, B.C.1
  • 175
    • 0042161531 scopus 로고    scopus 로고
    • The nonindependence of stimulus properties in human category learning
    • Love, B. C., & Markman, A. B. (2003). The nonindependence of stimulus properties in human category learning. Memory & Cognition, 31, 790-799. http://dx.doi.org/10.3758/BF03196117
    • (2003) Memory & Cognition , vol.31 , pp. 790-799
    • Love, B.C.1    Markman, A.B.2
  • 176
    • 1942539715 scopus 로고    scopus 로고
    • SUSTAIN: A network model of category learning
    • Love, B. C., Medin, D. L., & Gureckis, T. M. (2004). SUSTAIN: A network model of category learning. Psychological Review, 111, 309-332. http://dx.doi.org/10.1037/0033-295X.111.2.309
    • (2004) Psychological Review , vol.111 , pp. 309-332
    • Love, B.C.1    Medin, D.L.2    Gureckis, T.M.3
  • 177
    • 0031256817 scopus 로고    scopus 로고
    • Constraints on analogical inference
    • Markman, A. B. (1997). Constraints on analogical inference. Cognitive Science, 21, 373-418. http://dx.doi.org/10.1207/s15516709cog2104_1
    • (1997) Cognitive Science , vol.21 , pp. 373-418
    • Markman, A.B.1
  • 179
    • 21344477317 scopus 로고
    • Structural alignment during similarity comparisons
    • Markman, A. B., & Gentner, D. (1993a). Structural alignment during similarity comparisons. Cognitive Psychology, 25, 431-467. http://dx.doi.org/10.1006/cogp.1993.1011
    • (1993) Cognitive Psychology , vol.25 , pp. 431-467
    • Markman, A.B.1    Gentner, D.2
  • 180
    • 0000667393 scopus 로고
    • Splitting the differences: A structural alignment view of similarity
    • Markman, A. B., & Gentner, D. (1993b). Splitting the differences: A structural alignment view of similarity. Journal of Memory and Language, 32, 517-535. http://dx.doi.org/10.1006/jmla.1993.1027
    • (1993) Journal of Memory and Language , vol.32 , pp. 517-535
    • Markman, A.B.1    Gentner, D.2
  • 181
    • 0141530976 scopus 로고    scopus 로고
    • Category use and category learning
    • Markman, A. B., & Ross, B. H. (2003). Category use and category learning. Psychological Bulletin, 129, 592-613. http://dx.doi.org/10.1037/0033-2909.129.4.592
    • (2003) Psychological Bulletin , vol.129 , pp. 592-613
    • Markman, A.B.1    Ross, B.H.2
  • 183
    • 77951687307 scopus 로고    scopus 로고
    • The long-term effect of relational information in classification learning
    • Mathy, F. (2010). The long-term effect of relational information in classification learning. European Journal of Cognitive Psychology, 22, 360-390. http://dx.doi.org/10.1080/09541440902903603
    • (2010) European Journal of Cognitive Psychology , vol.22 , pp. 360-390
    • Mathy, F.1
  • 184
    • 0001247816 scopus 로고
    • Frequency norms and structural analysis of algebra story problems into families, categories, and templates
    • Mayer, R. E. (1981). Frequency norms and structural analysis of algebra story problems into families, categories, and templates. Instructional Science, 10, 135-175. http://dx.doi.org/10.1007/BF00132515
    • (1981) Instructional Science , vol.10 , pp. 135-175
    • Mayer, R.E.1
  • 185
    • 58149406807 scopus 로고
    • Memory for algebra story problems
    • Mayer, R. E. (1982). Memory for algebra story problems. Journal of Educational Psychology, 74, 199-216. http://dx.doi.org/10.1037/0022-0663.74.2.199
    • (1982) Journal of Educational Psychology , vol.74 , pp. 199-216
    • Mayer, R.E.1
  • 186
    • 84897549906 scopus 로고    scopus 로고
    • Individual differences in learning and transfer: Stable tendencies for learning exemplars versus abstracting rules
    • McDaniel, M. A., Cahill, M. J., Robbins, M., & Wiener, C. (2014). Individual differences in learning and transfer: Stable tendencies for learning exemplars versus abstracting rules. Journal of Experimental Psychology: General, 143, 668-693. http://dx.doi.org/10.1037/a0032963
    • (2014) Journal of Experimental Psychology: General , vol.143 , pp. 668-693
    • McDaniel, M.A.1    Cahill, M.J.2    Robbins, M.3    Wiener, C.4
  • 187
    • 84876861495 scopus 로고    scopus 로고
    • Quizzing in middle-school science: Successful transfer performance on classroom exams
    • McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372. http://dx.doi.org/10.1002/acp.2914
    • (2013) Applied Cognitive Psychology , vol.27 , pp. 360-372
    • McDaniel, M.A.1    Thomas, R.C.2    Agarwal, P.K.3    McDermott, K.B.4    Roediger, H.L.5
  • 188
    • 33646393800 scopus 로고    scopus 로고
    • Semantic feature production norms for a large set of living and nonliving things
    • McRae, K., Cree, G. S., Seidenberg, M. S., & McNorgan, C. (2005). Semantic feature production norms for a large set of living and nonliving things. Behavior Research Methods, 37, 547-559. http://dx.doi.org/10.3758/BF03192726
    • (2005) Behavior Research Methods , vol.37 , pp. 547-559
    • McRae, K.1    Cree, G.S.2    Seidenberg, M.S.3    McNorgan, C.4
  • 189
    • 5644274034 scopus 로고    scopus 로고
    • The native mind: Biological categorization and reasoning in development and across cultures
    • Medin, D. L., & Atran, S. (2004). The native mind: Biological categorization and reasoning in development and across cultures. Psychological Review, 111, 960-983. http://dx.doi.org/10.1037/0033-295X.111.4.960
    • (2004) Psychological Review , vol.111 , pp. 960-983
    • Medin, D.L.1    Atran, S.2
  • 190
    • 0023320148 scopus 로고
    • Family resemblance, conceptual cohesiveness, and category construction
    • Medin, D. L., Wattenmaker, W. D., & Hampson, S. E. (1987). Family resemblance, conceptual cohesiveness, and category construction. Cognitive Psychology, 19, 242-279. http://dx.doi.org/10.1016/0010-0285(87)90012-0
    • (1987) Cognitive Psychology , vol.19 , pp. 242-279
    • Medin, D.L.1    Wattenmaker, W.D.2    Hampson, S.E.3
  • 192
    • 77955790114 scopus 로고    scopus 로고
    • Analogies vs. contrasts: A comparison of their learning benefits
    • B. Kokinov, D. Gentner, & K. Holyoak (Eds.), Sofia, Bulgaria: New Bulgarian University
    • Ming, N. C. (2009). Analogies vs. contrasts: A comparison of their learning benefits. In B. Kokinov, D. Gentner, & K. Holyoak (Eds.), New frontiers in analogy research: Proceedings of the second international conference on analogy (pp. 338-347). Sofia, Bulgaria: New Bulgarian University.
    • (2009) New frontiers in analogy research: Proceedings of the second international conference on analogy , pp. 338-347
    • Ming, N.C.1
  • 193
    • 53349107250 scopus 로고    scopus 로고
    • Stretching the effectiveness of analogical training in negotiations: Teaching diverse principles for creating value
    • Moran, S., Bereby-Meyer, Y., & Bazerman, M. (2008). Stretching the effectiveness of analogical training in negotiations: Teaching diverse principles for creating value. Negotiation and Conflict Management Research, 1, 99-134. http://dx.doi.org/10.1111/j.1750-4716.2007.00006.x
    • (2008) Negotiation and Conflict Management Research , vol.1 , pp. 99-134
    • Moran, S.1    Bereby-Meyer, Y.2    Bazerman, M.3
  • 194
    • 40949149181 scopus 로고    scopus 로고
    • Raising cognitive load with linear multimedia to promote conceptual change
    • Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92, 278-296. http://dx.doi.org/10.1002/sce.20244
    • (2008) Science Education , vol.92 , pp. 278-296
    • Muller, D.A.1    Sharma, M.D.2    Reimann, P.3
  • 197
    • 0022100714 scopus 로고
    • The role of theories in conceptual coherence
    • Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316. http://dx.doi.org/10.1037/0033-295X.92.3.289
    • (1985) Psychological Review , vol.92 , pp. 289-316
    • Murphy, G.L.1    Medin, D.L.2
  • 198
    • 61549113797 scopus 로고    scopus 로고
    • Mechanisms of knowledge transfer
    • Nokes, T. J. (2009). Mechanisms of knowledge transfer. Thinking & Reasoning, 15, 1-36. http://dx.doi.org/10.1080/13546780802490186
    • (2009) Thinking & Reasoning , vol.15 , pp. 1-36
    • Nokes, T.J.1
  • 199
    • 84880134154 scopus 로고    scopus 로고
    • Toward a model of transfer as sense-making
    • Nokes-Malach, T. J., & Mestre, J. P. (2013). Toward a model of transfer as sense-making. Educational Psychologist, 48, 184-207. http://dx.doi.org/10.1080/00461520.2013.807556
    • (2013) Educational Psychologist , vol.48 , pp. 184-207
    • Nokes-Malach, T.J.1    Mestre, J.P.2
  • 200
    • 0028044369 scopus 로고
    • Rule-plusexception model of classification learning
    • Nosofsky, R. M., Palmeri, T. J., & McKinley, S. C. (1994). Rule-plusexception model of classification learning. Psychological Review, 101, 53-79. http://dx.doi.org/10.1037/0033-295X.101.1.53
    • (1994) Psychological Review , vol.101 , pp. 53-79
    • Nosofsky, R.M.1    Palmeri, T.J.2    McKinley, S.C.3
  • 202
    • 70349742528 scopus 로고    scopus 로고
    • Conceptual hierarchies in a flat attractor network: Dynamics of learning and computations
    • O'Connor, C. M., Cree, G. S., & McRae, K. (2009). Conceptual hierarchies in a flat attractor network: Dynamics of learning and computations. Cognitive Science, 33, 665-708. http://dx.doi.org/10.1111/j.1551-6709.2009.01024.x
    • (2009) Cognitive Science , vol.33 , pp. 665-708
    • O'Connor, C.M.1    Cree, G.S.2    McRae, K.3
  • 203
    • 60649108086 scopus 로고    scopus 로고
    • Resubsumption: A possible mechanism for conceptual change and belief revision
    • Ohlsson, S. (2009). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44, 20-40. http://dx.doi.org/10.1080/00461520802616267
    • (2009) Educational Psychologist , vol.44 , pp. 20-40
    • Ohlsson, S.1
  • 205
    • 84954387252 scopus 로고    scopus 로고
    • Beyond evidence-based belief formation: How normative ideas have constrained conceptual change research
    • Ohlsson, S. (2013). Beyond evidence-based belief formation: How normative ideas have constrained conceptual change research. Frontline Learning Research, 2, 70-85.
    • (2013) Frontline Learning Research , vol.2 , pp. 70-85
    • Ohlsson, S.1
  • 206
    • 57649112531 scopus 로고    scopus 로고
    • Analogy and conceptual change in childhood
    • Opfer, J. E., & Doumas, L. A. A. (2008). Analogy and conceptual change in childhood. Behavioral and Brain Sciences, 31, 723. http://dx.doi.org/10.1017/S0140525X08005992
    • (2008) Behavioral and Brain Sciences , vol.31 , pp. 723
    • Opfer, J.E.1    Doumas, L.A.A.2
  • 207
    • 84863823365 scopus 로고    scopus 로고
    • Cognitive foundations for science assessment design: Knowing what students know about evolution
    • Opfer, J. E., Nehm, R. H., & Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49, 744-777. http://dx.doi.org/10.1002/tea.21028
    • (2012) Journal of Research in Science Teaching , vol.49 , pp. 744-777
    • Opfer, J.E.1    Nehm, R.H.2    Ha, M.3
  • 208
    • 84929692586 scopus 로고    scopus 로고
    • Dynamic network mechanisms of relational integration
    • Parkin, B. L., Hellyer, P. J., Leech, R., & Hampshire, A. (2015). Dynamic network mechanisms of relational integration. The Journal of Neuroscience, 35, 7660-7673. http://dx.doi.org/10.1523/JNEUROSCI.4956-14.2015
    • (2015) The Journal of Neuroscience , vol.35 , pp. 7660-7673
    • Parkin, B.L.1    Hellyer, P.J.2    Leech, R.3    Hampshire, A.4
  • 209
    • 35348919007 scopus 로고    scopus 로고
    • The role of category coherence in experience-based prediction
    • Patalano, A. L., & Ross, B. H. (2007). The role of category coherence in experience-based prediction. Psychonomic Bulletin & Review, 14, 629-634. http://dx.doi.org/10.3758/BF03196812
    • (2007) Psychonomic Bulletin & Review , vol.14 , pp. 629-634
    • Patalano, A.L.1    Ross, B.H.2
  • 210
    • 43749107081 scopus 로고    scopus 로고
    • Darwin's mistake: Explaining the discontinuity between human and nonhuman minds
    • Penn, D. C., Holyoak, K. J., & Povinelli, D. J. (2008). Darwin's mistake: Explaining the discontinuity between human and nonhuman minds. Behavioral and Brain Sciences, 31, 109-130. http://dx.doi.org/10.1017/S0140525X08003543
    • (2008) Behavioral and Brain Sciences , vol.31 , pp. 109-130
    • Penn, D.C.1    Holyoak, K.J.2    Povinelli, D.J.3
  • 211
    • 0033242547 scopus 로고    scopus 로고
    • An analysis of knowledge representation of students in electronic problem tasks
    • Pillay, H. K. (1999). An analysis of knowledge representation of students in electronic problem tasks. European Journal of Psychology of Education, 14, 325-338. http://dx.doi.org/10.1007/BF03173118
    • (1999) European Journal of Psychology of Education , vol.14 , pp. 325-338
    • Pillay, H.K.1
  • 214
    • 0030550769 scopus 로고    scopus 로고
    • Role of examples in how students learn to categorize statistics word problems
    • Quilici, J. L., & Mayer, R. E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88, 144-161. http://dx.doi.org/10.1037/0022-0663.88.1.144
    • (1996) Journal of Educational Psychology , vol.88 , pp. 144-161
    • Quilici, J.L.1    Mayer, R.E.2
  • 215
    • 70449565659 scopus 로고    scopus 로고
    • First-year biology students' understandings of meiosis: An investigation using a structural theoretical framework
    • Quinn, F., Pegg, J., & Panizzon, D. (2009). First-year biology students' understandings of meiosis: An investigation using a structural theoretical framework. International Journal of Science Education, 31, 1279-1305. http://dx.doi.org/10.1080/09500690801914965
    • (2009) International Journal of Science Education , vol.31 , pp. 1279-1305
    • Quinn, F.1    Pegg, J.2    Panizzon, D.3
  • 216
    • 84942312942 scopus 로고    scopus 로고
    • The power of examples: Illustrative examples enhance conceptual learning of declarative concepts
    • Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2014). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review, 27, 483-504.
    • (2014) Educational Psychology Review , vol.27 , pp. 483-504
    • Rawson, K.A.1    Thomas, R.C.2    Jacoby, L.L.3
  • 217
    • 0000105476 scopus 로고
    • Constraints on the abstraction of solutions
    • Reed, S. K. (1989). Constraints on the abstraction of solutions. Journal of Educational Psychology, 81, 532-540. http://dx.doi.org/10.1037/0022-0663.81.4.532
    • (1989) Journal of Educational Psychology , vol.81 , pp. 532-540
    • Reed, S.K.1
  • 218
    • 77956514043 scopus 로고    scopus 로고
    • Causal-based categorization: A review
    • Rehder, B. (2010). Causal-based categorization: A review. Psychology of Learning and Motivation, 52, 39-116. http://dx.doi.org/10.1016/S0079-7421(10)52002-4
    • (2010) Psychology of Learning and Motivation , vol.52 , pp. 39-116
    • Rehder, B.1
  • 219
    • 85047685694 scopus 로고    scopus 로고
    • Causal knowledge and categories: The effects of causal beliefs on categorization, induction, and similarity
    • Rehder, B., & Hastie, R. (2001). Causal knowledge and categories: The effects of causal beliefs on categorization, induction, and similarity. Journal of Experimental Psychology: General, 130, 323-360. http://dx.doi.org/10.1037/0096-3445.130.3.323
    • (2001) Journal of Experimental Psychology: General , vol.130 , pp. 323-360
    • Rehder, B.1    Hastie, R.2
  • 220
    • 1842787682 scopus 로고    scopus 로고
    • A knowledge-resonance (KRES) model of category learning
    • Rehder, B., & Murphy, G. L. (2003). A knowledge-resonance (KRES) model of category learning. Psychonomic Bulletin & Review, 10, 759-784. http://dx.doi.org/10.3758/BF03196543
    • (2003) Psychonomic Bulletin & Review , vol.10 , pp. 759-784
    • Rehder, B.1    Murphy, G.L.2
  • 223
    • 84882567235 scopus 로고    scopus 로고
    • Breaking new ground in the mind: An initial study of mental brittle transformation and mental rigid rotation in science experts
    • Resnick, I., & Shipley, T. F. (2013). Breaking new ground in the mind: An initial study of mental brittle transformation and mental rigid rotation in science experts. Cognitive Processing, 14, 143-152. http://dx.doi.org/10.1007/s10339-013-0548-2
    • (2013) Cognitive Processing , vol.14 , pp. 143-152
    • Resnick, I.1    Shipley, T.F.2
  • 224
    • 77951441268 scopus 로고    scopus 로고
    • Nested learning systems for the thinking curriculum
    • Resnick, L. B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, 39, 183-197. http://dx.doi.org/10.3102/0013189X10364671
    • (2010) Educational Researcher , vol.39 , pp. 183-197
    • Resnick, L.B.1
  • 225
    • 33646781961 scopus 로고    scopus 로고
    • Children's development of analogical reasoning: Insights from scene analogy problems
    • Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children's development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249-273. http://dx.doi.org/10.1016/j.jecp.2006.02.002
    • (2006) Journal of Experimental Child Psychology , vol.94 , pp. 249-273
    • Richland, L.E.1    Morrison, R.G.2    Holyoak, K.J.3
  • 227
    • 34249994935 scopus 로고    scopus 로고
    • Mathematics. Cognitive supports for analogies in the mathematics classroom
    • Richland, L. E., Zur, O., & Holyoak, K. J. (2007). Mathematics. Cognitive supports for analogies in the mathematics classroom. Science, 316, 1128-1129. http://dx.doi.org/10.1126/science.1142103
    • (2007) Science , vol.316 , pp. 1128-1129
    • Richland, L.E.1    Zur, O.2    Holyoak, K.J.3
  • 228
    • 0038284990 scopus 로고    scopus 로고
    • On the constraints of encapsulated knowledge: Clinical case representations by medical experts and subexperts
    • Rikers, R. M., Schmidt, H. G., & Boshuizen, H. P. (2002). On the constraints of encapsulated knowledge: Clinical case representations by medical experts and subexperts. Cognition and Instruction, 20, 27-45. http://dx.doi.org/10.1207/S1532690XCI2001_2
    • (2002) Cognition and Instruction , vol.20 , pp. 27-45
    • Rikers, R.M.1    Schmidt, H.G.2    Boshuizen, H.P.3
  • 229
    • 79960317966 scopus 로고    scopus 로고
    • The power of comparison in learning and instruction: Learning outcomes supported by different types of comparisons
    • J. P. Mestre & B. H. Ross (Eds.), Waltham, MA: Elsevier
    • Rittle-Johnson, B., & Star, J. R. (2011). The power of comparison in learning and instruction: Learning outcomes supported by different types of comparisons. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation: Cognition in education (Vol. 55, pp. 199-225). Waltham, MA: Elsevier. http://dx.doi.org/10.1016/B978-0-12-387691-1.00007-7
    • (2011) Psychology of learning and motivation: Cognition in education , vol.55 , pp. 199-225
    • Rittle-Johnson, B.1    Star, J.R.2
  • 230
    • 70449473100 scopus 로고    scopus 로고
    • The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving
    • Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101, 836-852. http://dx.doi.org/10.1037/a0016026
    • (2009) Journal of Educational Psychology , vol.101 , pp. 836-852
    • Rittle-Johnson, B.1    Star, J.R.2    Durkin, K.3
  • 232
    • 84865409124 scopus 로고    scopus 로고
    • Interleaving helps students distinguish among similar concepts
    • Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367.
    • (2012) Educational Psychology Review , vol.24 , pp. 355-367
    • Rohrer, D.1
  • 233
    • 84930822077 scopus 로고    scopus 로고
    • The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems
    • Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21, 1323-1330. http://dx.doi.org/10.3758/s13423-014-0588-3
    • (2014) Psychonomic Bulletin & Review , vol.21 , pp. 1323-1330
    • Rohrer, D.1    Dedrick, R.F.2    Burgess, K.3
  • 234
    • 77954000779 scopus 로고    scopus 로고
    • Recent research on human learning challenges conventional instructional strategies
    • Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39, 406-412. http://dx.doi.org/10.3102/0013189X10374770
    • (2010) Educational Researcher , vol.39 , pp. 406-412
    • Rohrer, D.1    Pashler, H.2
  • 236
    • 0242631621 scopus 로고
    • Family resemblances: Studies in the internal structure of categories
    • Rosch, E., & Mervis, C. B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605. http://dx.doi.org/10.1016/0010-0285(75)90024-9
    • (1975) Cognitive Psychology , vol.7 , pp. 573-605
    • Rosch, E.1    Mervis, C.B.2
  • 238
    • 0021456550 scopus 로고
    • Remindings and their effects in learning a cognitive skill
    • Ross, B. H. (1984). Remindings and their effects in learning a cognitive skill. Cognitive Psychology, 16, 371-416. http://dx.doi.org/10.1016/0010-0285(84)90014-8
    • (1984) Cognitive Psychology , vol.16 , pp. 371-416
    • Ross, B.H.1
  • 239
    • 0000975183 scopus 로고
    • This is like that: The use of earlier problems and the separation of similarity effects
    • Ross, B. H. (1987). This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639. http://dx.doi.org/10.1037/0278-7393.13.4.629
    • (1987) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.13 , pp. 629-639
    • Ross, B.H.1
  • 240
    • 0001591251 scopus 로고
    • Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems
    • Ross, B. H. (1989). Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 456-468. http://dx.doi.org/10.1037/0278-7393.15.3.456
    • (1989) Journal of Experimental Psychology: Learning, Memory, and Cognition , vol.15 , pp. 456-468
    • Ross, B.H.1
  • 242
    • 84863487314 scopus 로고    scopus 로고
    • Causal systems categories: Differences in novice and expert categorization of causal phenomena
    • Rottman, B. M., Gentner, D., & Goldwater, M. B. (2012). Causal systems categories: Differences in novice and expert categorization of causal phenomena. Cognitive Science, 36, 919-932. http://dx.doi.org/10.1111/j.1551-6709.2012.01253.x
    • (2012) Cognitive Science , vol.36 , pp. 919-932
    • Rottman, B.M.1    Gentner, D.2    Goldwater, M.B.3
  • 244
    • 84864372432 scopus 로고    scopus 로고
    • What difference reveals about similarity
    • Sagi, E., Gentner, D., & Lovett, A. (2012). What difference reveals about similarity. Cognitive Science, 36, 1019-1050. http://dx.doi.org/10.1111/j.1551-6709.2012.01250.x
    • (2012) Cognitive Science , vol.36 , pp. 1019-1050
    • Sagi, E.1    Gentner, D.2    Lovett, A.3
  • 246
    • 78651365401 scopus 로고    scopus 로고
    • Learning and retention through predictive inference and classification
    • Sakamoto, Y., & Love, B. C. (2010). Learning and retention through predictive inference and classification. Journal of Experimental Psychology: Applied, 16, 361-377. http://dx.doi.org/10.1037/a0021610
    • (2010) Journal of Experimental Psychology: Applied , vol.16 , pp. 361-377
    • Sakamoto, Y.1    Love, B.C.2
  • 247
    • 65249102209 scopus 로고    scopus 로고
    • Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6
    • Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101, 359-372. http://dx.doi.org/10.1037/a0013840
    • (2009) Journal of Educational Psychology , vol.101 , pp. 359-372
    • Schneider, M.1    Grabner, R.H.2    Paetsch, J.3
  • 248
    • 84883512439 scopus 로고    scopus 로고
    • Profiles of inconsistent knowledge in children's pathways of conceptual change
    • Schneider, M., & Hardy, I. (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49, 1639-1649. http://dx.doi.org/10.1037/a0030976
    • (2013) Developmental Psychology , vol.49 , pp. 1639-1649
    • Schneider, M.1    Hardy, I.2
  • 249
    • 58149370514 scopus 로고
    • Domain-specific knowledge and memory performance: A comparison of high-and lowaptitude children
    • Schneider, W., Körkel, J., & Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high-and lowaptitude children. Journal of Educational Psychology, 81, 306-312. http://dx.doi.org/10.1037/0022-0663.81.3.306
    • (1989) Journal of Educational Psychology , vol.81 , pp. 306-312
    • Schneider, W.1    Körkel, J.2    Weinert, F.E.3
  • 252
    • 82155170667 scopus 로고    scopus 로고
    • Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer
    • Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103, 759-775. http://dx.doi.org/10.1037/a0025140
    • (2011) Journal of Educational Psychology , vol.103 , pp. 759-775
    • Schwartz, D.L.1    Chase, C.C.2    Oppezzo, M.A.3    Chin, D.B.4
  • 253
  • 255
    • 78649903905 scopus 로고    scopus 로고
    • Restructuring partitioned knowledge: The role of recoordination in category learning
    • Sewell, D. K., & Lewandowsky, S. (2011). Restructuring partitioned knowledge: The role of recoordination in category learning. Cognitive Psychology, 62, 81-122. http://dx.doi.org/10.1016/j.cogpsych.2010.09.003
    • (2011) Cognitive Psychology , vol.62 , pp. 81-122
    • Sewell, D.K.1    Lewandowsky, S.2
  • 256
    • 84872139869 scopus 로고    scopus 로고
    • Attention and working memory capacity: Insights from blocking, highlighting, and knowledge restructuring
    • Sewell, D. K., & Lewandowsky, S. (2012). Attention and working memory capacity: Insights from blocking, highlighting, and knowledge restructuring. Journal of Experimental Psychology: General, 141, 444-469. http://dx.doi.org/10.1037/a0026560
    • (2012) Journal of Experimental Psychology: General , vol.141 , pp. 444-469
    • Sewell, D.K.1    Lewandowsky, S.2
  • 258
    • 84882960893 scopus 로고    scopus 로고
    • Structural geology practice and learning, from the perspective of cognitive science
    • Shipley, T., Tikoff, B., Manduca, C., & Ormand, C. J. (2013). Structural geology practice and learning, from the perspective of cognitive science. Journal of Structural Geology, 54, 72-84. http://dx.doi.org/10.1016/j.jsg.2013.07.005
    • (2013) Journal of Structural Geology , vol.54 , pp. 72-84
    • Shipley, T.1    Tikoff, B.2    Manduca, C.3    Ormand, C.J.4
  • 259
    • 84862659391 scopus 로고    scopus 로고
    • Scientific knowledge suppresses but does not supplant earlier intuitions
    • Shtulman, A., & Valcarcel, J. (2012). Scientific knowledge suppresses but does not supplant earlier intuitions. Cognition, 124, 209-215. http://dx.doi.org/10.1016/j.cognition.2012.04.005
    • (2012) Cognition , vol.124 , pp. 209-215
    • Shtulman, A.1    Valcarcel, J.2
  • 262
    • 0032038861 scopus 로고    scopus 로고
    • Feature centrality and conceptual coherence
    • Sloman, S. A., Love, B. C., & Ahn, W. K. (1998). Feature centrality and conceptual coherence. Cognitive Science, 22, 189-228. http://dx.doi.org/10.1207/s15516709cog2202_2
    • (1998) Cognitive Science , vol.22 , pp. 189-228
    • Sloman, S.A.1    Love, B.C.2    Ahn, W.K.3
  • 263
    • 0016165288 scopus 로고
    • Structure and process in semantic memory: A featural model for semantic decisions
    • Smith, E. E., Shoben, E. J., & Rips, L. J. (1974). Structure and process in semantic memory: A featural model for semantic decisions. Psychological Review, 81, 214-241. http://dx.doi.org/10.1037/h0036351
    • (1974) Psychological Review , vol.81 , pp. 214-241
    • Smith, E.E.1    Shoben, E.J.2    Rips, L.J.3
  • 264
    • 84858405076 scopus 로고
    • Misconceptions reconceived: A constructivist analysis of knowledge in transition
    • Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115-163. http://dx.doi.org/10.1207/s15327809jls0302_1
    • (1994) Journal of the Learning Sciences , vol.3 , pp. 115-163
    • Smith, J.P.1    Di Sessa, A.A.2    Roschelle, J.3
  • 265
    • 0030345992 scopus 로고    scopus 로고
    • Pragmatics in analogical mapping
    • Spellman, B. A., & Holyoak, K. J. (1996). Pragmatics in analogical mapping. Cognitive Psychology, 31, 307-346. http://dx.doi.org/10.1006/cogp.1996.0019
    • (1996) Cognitive Psychology , vol.31 , pp. 307-346
    • Spellman, B.A.1    Holyoak, K.J.2
  • 266
    • 51549105373 scopus 로고    scopus 로고
    • Classification of chemical reactions: Stages of expertise
    • Stains, M., & Talanquer, V. (2008). Classification of chemical reactions: Stages of expertise. Journal of Research in Science Teaching, 45, 771-793. http://dx.doi.org/10.1002/tea.20221
    • (2008) Journal of Research in Science Teaching , vol.45 , pp. 771-793
    • Stains, M.1    Talanquer, V.2
  • 267
    • 81255199750 scopus 로고    scopus 로고
    • A digital road map analogy of the relationship between neuroscience and educational research
    • Stern, E., & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research. ZDM-International Journal on Mathematics Education, 42, 511-514.
    • (2010) ZDM-International Journal on Mathematics Education , vol.42 , pp. 511-514
    • Stern, E.1    Schneider, M.2
  • 268
    • 77952544479 scopus 로고    scopus 로고
    • Element interactivity and intrinsic, extraneous, and germane cognitive load
    • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123-138. http://dx.doi.org/10.1007/s10648-010-9128-5
    • (2010) Educational Psychology Review , vol.22 , pp. 123-138
    • Sweller, J.1
  • 270
    • 84963474629 scopus 로고
    • The use of worked examples as a substitute for problem solving in learning algebra
    • Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89. http://dx.doi.org/10.1207/s1532690xci0201_3
    • (1985) Cognition and Instruction , vol.2 , pp. 59-89
    • Sweller, J.1    Cooper, G.A.2
  • 272
    • 84883706637 scopus 로고    scopus 로고
    • The nature and transfer of cognitive skills
    • Taatgen, N. A. (2013). The nature and transfer of cognitive skills. Psychological Review, 120, 439-471. http://dx.doi.org/10.1037/a0033138
    • (2013) Psychological Review , vol.120 , pp. 439-471
    • Taatgen, N.A.1
  • 274
    • 33646463823 scopus 로고    scopus 로고
    • Common sense chemistry: A model for understanding students alternative conceptions
    • Talanquer, V. (2006). Common sense chemistry: A model for understanding students alternative conceptions. Journal of Chemical Education, 83, 811-816. http://dx.doi.org/10.1021/ed083p811
    • (2006) Journal of Chemical Education , vol.83 , pp. 811-816
    • Talanquer, V.1
  • 275
    • 84864415277 scopus 로고    scopus 로고
    • Causal imprinting in causal structure learning
    • Taylor, E. G., & Ahn, W. K. (2012). Causal imprinting in causal structure learning. Cognitive Psychology, 65, 381-413. http://dx.doi.org/10.1016/j.cogpsych.2012.07.001
    • (2012) Cognitive Psychology , vol.65 , pp. 381-413
    • Taylor, E.G.1    Ahn, W.K.2
  • 276
    • 79952512265 scopus 로고    scopus 로고
    • How to grow a mind: Statistics, structure, and abstraction
    • Tenenbaum, J. B., Kemp, C., Griffiths, T. L., & Goodman, N. D. (2011). How to grow a mind: Statistics, structure, and abstraction. Science, 331, 1279-1285. http://dx.doi.org/10.1126/science.1192788
    • (2011) Science , vol.331 , pp. 1279-1285
    • Tenenbaum, J.B.1    Kemp, C.2    Griffiths, T.L.3    Goodman, N.D.4
  • 278
    • 35348895194 scopus 로고    scopus 로고
    • Coherence, truth, and the development of scientific knowledge
    • Thagard, P. (2007). Coherence, truth, and the development of scientific knowledge. Philosophy of Science, 74, 28-47. http://dx.doi.org/10.1086/520941
    • (2007) Philosophy of Science , vol.74 , pp. 28-47
    • Thagard, P.1
  • 280
    • 78649872699 scopus 로고    scopus 로고
    • When learning to classify by relations is easier than by features
    • Tomlinson, M. T., & Love, B. C. (2010). When learning to classify by relations is easier than by features. Thinking & Reasoning, 16, 372-401. http://dx.doi.org/10.1080/13546783.2010.530464
    • (2010) Thinking & Reasoning , vol.16 , pp. 372-401
    • Tomlinson, M.T.1    Love, B.C.2
  • 281
    • 84929841562 scopus 로고    scopus 로고
    • Retrieval practice: The lack of transfer to deductive inferences
    • Tran, R., Rohrer, D., & Pashler, H. (2015). Retrieval practice: The lack of transfer to deductive inferences. Psychonomic Bulletin & Review, 22, 135-140.
    • (2015) Psychonomic Bulletin & Review , vol.22 , pp. 135-140
    • Tran, R.1    Rohrer, D.2    Pashler, H.3
  • 282
    • 58149411184 scopus 로고
    • Features of similarity
    • Tversky, A. (1977). Features of similarity. Psychological Review, 84, 327-352. http://dx.doi.org/10.1037/0033-295X.84.4.327
    • (1977) Psychological Review , vol.84 , pp. 327-352
    • Tversky, A.1
  • 283
    • 0039807718 scopus 로고    scopus 로고
    • Children's conceptions of air pressure: Exploring the nature of conceptual change
    • Tytler, R. (1998). Children's conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education, 20, 929-958. http://dx.doi.org/10.1080/0950069980200803
    • (1998) International Journal of Science Education , vol.20 , pp. 929-958
    • Tytler, R.1
  • 284
    • 84928798627 scopus 로고    scopus 로고
    • Analogical reasoning in the classroom: Insights from cognitive science
    • Vendetti, M. S., Matlen, B. J., Richland, L. E., & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9, 100-106. http://dx.doi.org/10.1111/mbe.12080
    • (2015) Mind, Brain, and Education , vol.9 , pp. 100-106
    • Vendetti, M.S.1    Matlen, B.J.2    Richland, L.E.3    Bunge, S.A.4
  • 285
    • 7744223509 scopus 로고
    • Capturing and modeling the process of conceptual change
    • Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69. http://dx.doi.org/10.1016/0959-4752(94)90018-3
    • (1994) Learning and Instruction , vol.4 , pp. 45-69
    • Vosniadou, S.1
  • 287
    • 34147137700 scopus 로고
    • Mental models of the earth: A study of conceptual change in childhood
    • Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585. http://dx.doi.org/10.1016/0010-0285(92)90018-W
    • (1992) Cognitive Psychology , vol.24 , pp. 535-585
    • Vosniadou, S.1    Brewer, W.F.2
  • 289
    • 33645090685 scopus 로고    scopus 로고
    • Transfer in pieces
    • Wagner, J. F. (2006). Transfer in pieces. Cognition and Instruction, 24, 1-71. http://dx.doi.org/10.1207/s1532690xci2401_1
    • (2006) Cognition and Instruction , vol.24 , pp. 1-71
    • Wagner, J.F.1
  • 290
    • 0001854973 scopus 로고
    • Relative importance of domain knowledge and overall aptitude on acquisition of domain-related information
    • Walker, C. H. (1987). Relative importance of domain knowledge and overall aptitude on acquisition of domain-related information. Cognition and Instruction, 4, 25-42. http://dx.doi.org/10.1207/s1532690xci0401_2
    • (1987) Cognition and Instruction , vol.4 , pp. 25-42
    • Walker, C.H.1
  • 291
    • 0033696416 scopus 로고    scopus 로고
    • The role of working memory in analogical mapping
    • Waltz, J. A., Lau, A., Grewal, S. K., & Holyoak, K. J. (2000). The role of working memory in analogical mapping. Memory & Cognition, 28, 1205-1212. http://dx.doi.org/10.3758/BF03211821
    • (2000) Memory & Cognition , vol.28 , pp. 1205-1212
    • Waltz, J.A.1    Lau, A.2    Grewal, S.K.3    Holyoak, K.J.4
  • 292
    • 0022701969 scopus 로고
    • Linear separability and concept learning: Context, relational properties, and concept naturalness
    • Wattenmaker, W. D., Dewey, G. I., Murphy, T. D., & Medin, D. L. (1986). Linear separability and concept learning: Context, relational properties, and concept naturalness. Cognitive Psychology, 18, 158-194. http://dx.doi.org/10.1016/0010-0285(86)90011-3
    • (1986) Cognitive Psychology , vol.18 , pp. 158-194
    • Wattenmaker, W.D.1    Dewey, G.I.2    Murphy, T.D.3    Medin, D.L.4
  • 294
    • 0002056706 scopus 로고    scopus 로고
    • Thinking in levels: A dynamic systems approach to making sense of the world
    • Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8, 3-19. http://dx.doi.org/10.1023/A: 1009421303064
    • (1999) Journal of Science Education and Technology , vol.8 , pp. 3-19
    • Wilensky, U.1    Resnick, M.2
  • 295
    • 0001237155 scopus 로고
    • On the interaction of theory and data in concept learning
    • Wisniewski, E. J., & Medin, D. L. (1994). On the interaction of theory and data in concept learning. Cognitive Science, 18, 221-281. http://dx.doi.org/10.1207/s15516709cog1802_2
    • (1994) Cognitive Science , vol.18 , pp. 221-281
    • Wisniewski, E.J.1    Medin, D.L.2
  • 296
    • 33751551663 scopus 로고
    • The influence of improvement in one mental function upon the efficiency of other functions
    • Woodworth, R. S., & Thorndike, E. L. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261. http://dx.doi.org/10.1037/h0074898
    • (1901) Psychological Review , vol.8 , pp. 247-261
    • Woodworth, R.S.1    Thorndike, E.L.2
  • 297
    • 84901442037 scopus 로고    scopus 로고
    • Delayed benefits of learning elementary algebraic transformations through contrasted comparisons
    • Ziegler, E., & Stern, E. (2014). Delayed benefits of learning elementary algebraic transformations through contrasted comparisons. Learning and Instruction, 33, 131-146. http://dx.doi.org/10.1016/j.learninstruc.2014.04.006
    • (2014) Learning and Instruction , vol.33 , pp. 131-146
    • Ziegler, E.1    Stern, E.2
  • 298
    • 0002449865 scopus 로고    scopus 로고
    • Self-efficacy: An essential move to learn
    • Zimmerman, B. J. (2000). Self-efficacy: An essential move to learn. Contemporary Educational Psychology, 25, 82-91. http://dx.doi.org/10.1006/ceps.1999.1016
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 82-91
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.