-
1
-
-
70349877220
-
An intelligent learning environment for case-based argumentation
-
Aleven, V. (2006). An intelligent learning environment for case-based argumentation. Technology, Instruction, Cognition, and Learning, 4 (2), 191-241.
-
(2006)
Technology, Instruction, Cognition, and Learning
, vol.4
, Issue.2
, pp. 191-241
-
-
Aleven, V.1
-
2
-
-
0036210232
-
An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor
-
Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26 (2), 147-179.
-
(2002)
Cognitive Science
, vol.26
, Issue.2
, pp. 147-179
-
-
Aleven, V.1
Koedinger, K.R.2
-
5
-
-
0000796225
-
Cognitive tutors: Lessons learned
-
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4 (2), 167-207.
-
(1995)
The Journal of the Learning Sciences
, vol.4
, Issue.2
, pp. 167-207
-
-
Anderson, J.R.1
Corbett, A.T.2
Koedinger, K.R.3
Pelletier, R.4
-
7
-
-
85013581224
-
The difficulty factors approach to the design of lessons in intelligent tutor curricula
-
Baker, R. S. J. d., Corbett, A. T. & Koedinger, K. R. (2007). The difficulty factors approach to the design of lessons in intelligent tutor curricula. International Journal of Artificial Intelligence in Education, 17 (4), 341-369.
-
(2007)
International Journal of Artificial Intelligence in Education
, vol.17
, Issue.4
, pp. 341-369
-
-
Baker, R.S.J.D.1
Corbett, A.T.2
Koedinger, K.R.3
-
8
-
-
70350438609
-
Modeling children's early grammatical knowledge
-
Bannard, C., Lieven, E., & Tomasello, M. (2009). Modeling children's early grammatical knowledge. Proceedings of the National Academy of Sciences, 106 (41), 17284-17289.
-
(2009)
Proceedings of the National Academy of Sciences
, vol.106
, Issue.41
, pp. 17284-17289
-
-
Bannard, C.1
Lieven, E.2
Tomasello, M.3
-
9
-
-
85047672328
-
When and where do we apply what we learn? A taxonomy for far transfer
-
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128 (4), 612-637.
-
(2002)
Psychological Bulletin
, vol.128
, Issue.4
, pp. 612-637
-
-
Barnett, S.M.1
Ceci, S.J.2
-
10
-
-
0010142573
-
Sexing day-old chicks: A case study and expert systems analysis of a difficult perceptual learning task
-
Biederman, I., & Shiffrar, M. M. (1987). Sexing day-old chicks: A case study and expert systems analysis of a difficult perceptual learning task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13 (4), 640-645.
-
(1987)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.13
, Issue.4
, pp. 640-645
-
-
Biederman, I.1
Shiffrar, M.M.2
-
12
-
-
33746362586
-
Learning factors analysis: A general method for cognitive model evaluation and improvement
-
M. Ikeda, K. D. Ashley, T-W. Chan (Eds.), Berlin, Germany: Springer-Verlag
-
Cen, H., Koedinger, K. R., & Junker, B. (2006). Learning factors analysis: A general method for cognitive model evaluation and improvement. In M. Ikeda, K. D. Ashley, T-W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems (pp. 164-175). Berlin, Germany: Springer-Verlag.
-
(2006)
Proceedings of the 8th International Conference on Intelligent Tutoring Systems
, pp. 164-175
-
-
Cen, H.1
Koedinger, K.R.2
Junker, B.3
-
14
-
-
0040577762
-
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.
-
(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
-
15
-
-
43949150689
-
Eliciting self-explanations improves understanding
-
Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18 (3), 439-477.
-
(1994)
Cognitive Science
, vol.18
, Issue.3
, pp. 439-477
-
-
Chi, M.T.H.1
de Leeuw, N.2
Chiu, M.H.3
LaVancher, C.4
-
16
-
-
58149410841
-
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.
-
(1981)
Cognitive Science
, vol.5
, pp. 121-152
-
-
Chi, M.T.H.1
Feltovich, P.J.2
Glaser, R.3
-
17
-
-
85144969482
-
Cognitive task analysis
-
J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), 3rd ed, Mahwah, NJ: Erlbaum
-
Clark, R. E., Feldon, D., van Merriënboer, J., Yates, K., & Early, S. (2007). Cognitive task analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 577-593). Mahwah, NJ: Erlbaum.
-
(2007)
Handbook of research on educational communications and technology
, pp. 577-593
-
-
Clark, R.E.1
Feldon, D.2
van Merriënboer, J.3
Yates, K.4
Early, S.5
-
19
-
-
76849091677
-
A cognitive tutor for genetics problem solving: Learning gains and student modeling
-
Corbett, A., Kauffman, L., MacLaren, B., Wagner, A., & Jones, E. (2010). A cognitive tutor for genetics problem solving: Learning gains and student modeling. Journal of Educational Computing Research, 42 (2), 219-239.
-
(2010)
Journal of Educational Computing Research
, vol.42
, Issue.2
, pp. 219-239
-
-
Corbett, A.1
Kauffman, L.2
MacLaren, B.3
Wagner, A.4
Jones, E.5
-
20
-
-
33845446983
-
The role of understanding in solving word problems
-
Cummins, D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20, 405-438.
-
(1988)
Cognitive Psychology
, vol.20
, pp. 405-438
-
-
Cummins, D.1
Kintsch, W.2
Reusser, K.3
Weimer, R.4
-
22
-
-
84455175167
-
Toward an epistemology of physics
-
di Sessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2 & 3), 105-225.
-
(1993)
Cognition and Instruction
, vol.10
, Issue.2-3
, pp. 105-225
-
-
di Sessa, A.A.1
-
24
-
-
0003171763
-
Introduction to knowledge spaces: How to build, test, and search them
-
Falmagne, J-C., Koppen, M., Villano, M., Doignon, J-P., & Johannesen, L. (1990). Introduction to knowledge spaces: How to build, test, and search them. Psychological Review, 97, 201-224.
-
(1990)
Psychological Review
, vol.97
, pp. 201-224
-
-
Falmagne, J.-C.1
Koppen, M.2
Villano, M.3
Doignon, J.-P.4
Johannesen, L.5
-
25
-
-
1542353462
-
Why we're so smart
-
D. Gentner, & S. Goldin-Meadow (Eds), Cambridge, MA: MIT Press
-
Gentner, D. (2003). Why we're so smart. In D. Gentner, & S. Goldin-Meadow (Eds)., Language in mind: Advances in the study of language and thought (pp. 195-236). Cambridge, MA: MIT Press.
-
(2003)
Language in mind: Advances in the study of language and thought
, pp. 195-236
-
-
Gentner, D.1
-
26
-
-
77953163561
-
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.
-
(2009)
Cognitive Science
, vol.33
, pp. 1343-1382
-
-
Gentner, D.1
Loewenstein, J.2
Thompson, L.3
Forbus, K.D.4
-
27
-
-
0003081266
-
Schema induction and analogical transfer
-
Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
-
(1983)
Cognitive Psychology
, vol.15
, pp. 1-38
-
-
Gick, M.L.1
Holyoak, K.J.2
-
28
-
-
15444369335
-
Chunking models of expertise: Implications for education
-
Gobet, F. (2005). Chunking models of expertise: Implications for education. Applied Cognitive Psychology, 19, 183-204.
-
(2005)
Applied Cognitive Psychology
, vol.19
, pp. 183-204
-
-
Gobet, F.1
-
29
-
-
77957724045
-
The education of perception
-
Goldstone, R. L., Landy, D. H., & Son, J. Y. (2010). The education of perception. Topics of Cognitive Science, 2 (2), 265-284.
-
(2010)
Topics of Cognitive Science
, vol.2
, Issue.2
, pp. 265-284
-
-
Goldstone, R.L.1
Landy, D.H.2
Son, J.Y.3
-
30
-
-
54949090054
-
Promoting transfer by grounding complex systems principles
-
Goldstone, R. L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. Journal of the Learning Sciences, 17 (4), 465-516.
-
(2008)
Journal of the Learning Sciences
, vol.17
, Issue.4
, pp. 465-516
-
-
Goldstone, R.L.1
Wilensky, U.2
-
31
-
-
0008056854
-
Solving induction problems in mathematics: Not-so-trivial pursuit
-
Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000). Solving induction problems in mathematics: Not-so-trivial pursuit. Cognitive Science, 24 (2), 249-298.
-
(2000)
Cognitive Science
, vol.24
, Issue.2
, pp. 249-298
-
-
Haverty, L.A.1
Koedinger, K.R.2
Klahr, D.3
Alibali, M.W.4
-
32
-
-
2442589228
-
A developmental model for algebra symbolization: The results of a difficulty factors assessment
-
M. A. Gernsbacher & S. J. Derry (Eds.), Mahwah, NJ: Erlbaum
-
Heffernan, N. & Koedinger, K. R. (1998). A developmental model for algebra symbolization: The results of a difficulty factors assessment. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 484-489). Mahwah, NJ: Erlbaum.
-
(1998)
Proceedings of the Twentieth Annual Conference of the Cognitive Science Society
, pp. 484-489
-
-
Heffernan, N.1
Koedinger, K.R.2
-
33
-
-
0003707420
-
-
Cambridge, MA: MIT Press
-
Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
-
(1986)
Induction: Processes of inference, learning, and discovery
-
-
Holland, J.H.1
Holyoak, K.J.2
Nisbett, R.E.3
Thagard, P.R.4
-
34
-
-
0037604734
-
A symbolic-connectionist theory of relational inference and generalization
-
Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110, 220-264.
-
(2003)
Psychological Review
, vol.110
, pp. 220-264
-
-
Hummel, J.E.1
Holyoak, K.J.2
-
35
-
-
0002863973
-
The relation of special training to general intelligence
-
Judd, C. H. (1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
-
(1908)
Educational Review
, vol.36
, pp. 28-42
-
-
Judd, C.H.1
-
36
-
-
41449106767
-
Trade-offs between grounded and abstract representations: Evidence from algebra problem solving
-
Koedinger, K. R., Alibali, M. W., & Nathan, M. M. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science, 32 (2), 366-397.
-
(2008)
Cognitive Science
, vol.32
, Issue.2
, pp. 366-397
-
-
Koedinger, K.R.1
Alibali, M.W.2
Nathan, M.M.3
-
37
-
-
38249016240
-
Abstract planning and perceptual chunks: Elements of expertise in geometry
-
Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
-
(1990)
Cognitive Science
, vol.14
, pp. 511-550
-
-
Koedinger, K.R.1
Anderson, J.R.2
-
38
-
-
34548554824
-
Cognitive tutors: Technology bringing learning science to the classroom
-
K. Sawyer (Ed.), New York: Cambridge University Press
-
Koedinger, K. R., & Corbett, A. T. (2006). Cognitive tutors: Technology bringing learning science to the classroom. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 61-78). New York: Cambridge University Press.
-
(2006)
The Cambridge handbook of the learning sciences
, pp. 61-78
-
-
Koedinger, K.R.1
Corbett, A.T.2
-
39
-
-
77958123392
-
The Knowledge-Learning-Instruction (KLI) framework: Toward bridging the science-practice chasm to enhance robust student learning
-
Accessible via
-
Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2010). The Knowledge-Learning-Instruction (KLI) framework: Toward bridging the science-practice chasm to enhance robust student learning. CMU-HCII Tech Report 10-102. Accessible via http://reports-archive.adm.cs.cmu.edu/hcii.html.
-
(2010)
CMU-HCII Tech Report
-
-
Koedinger, K.R.1
Corbett, A.C.2
Perfetti, C.3
-
40
-
-
79959310208
-
Seeing language learning inside the math: Cognitive analysis yields transfer
-
S. Ohlsson & R. Catrambone (Eds.), Austin, TX: Cognitive Science Society
-
Koedinger, K. R., & McLaughlin, E. A. (2010). Seeing language learning inside the math: Cognitive analysis yields transfer. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 471-476). Austin, TX: Cognitive Science Society.
-
(2010)
Proceedings of the 32nd Annual Conference of the Cognitive Science Society
, pp. 471-476
-
-
Koedinger, K.R.1
McLaughlin, E.A.2
-
41
-
-
2442549739
-
The real story behind story problems: Effects of representations on quantitative reasoning
-
Koedinger, K. R., & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. The Journal of the Learning Sciences, 13 (2), 129-164.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, Issue.2
, pp. 129-164
-
-
Koedinger, K.R.1
Nathan, M.J.2
-
42
-
-
0000376035
-
Cognitive objectives in a LOGO debugging curriculum: Instruction, learning, and transfer
-
Klahr, D., & Carver, S. M. (1988). Cognitive objectives in a LOGO debugging curriculum: Instruction, learning, and transfer. Cognitive Psychology, 20, 362-404.
-
(1988)
Cognitive Psychology
, vol.20
, pp. 362-404
-
-
Klahr, D.1
Carver, S.M.2
-
43
-
-
0242592090
-
Why a diagram is (sometimes) worth ten thousand words
-
Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11 (1), 65-99.
-
(1987)
Cognitive Science
, vol.11
, Issue.1
, pp. 65-99
-
-
Larkin, J.H.1
Simon, H.A.2
-
44
-
-
85066288157
-
Influences of LOGO on children's intellectual development
-
R. E. Mayer (Ed.), Hillsdale, NJ: Erlbaum
-
Lehrer, R., Guckenberg, T., & Sancilio, L. (1988). Influences of LOGO on children's intellectual development. In R. E. Mayer (Ed.), Teaching and learning computer programming: Multiple research perspectives (pp. 75-110). Hillsdale, NJ: Erlbaum.
-
(1988)
Teaching and learning computer programming: Multiple research perspectives
, pp. 75-110
-
-
Lehrer, R.1
Guckenberg, T.2
Sancilio, L.3
-
45
-
-
77955877437
-
A computational model of accelerated future learning through feature recognition
-
V. Aleven, J. Kay & J. Mostow (Eds.), Heidelberg, Berlin: Springer
-
Li, N., Cohen, W. W., & Koedinger, K. R. (2010). A computational model of accelerated future learning through feature recognition. In V. Aleven, J. Kay & J. Mostow (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 368-370). Heidelberg, Berlin: Springer.
-
(2010)
Proceedings of the International Conference on Intelligent Tutoring Systems
, pp. 368-370
-
-
Li, N.1
Cohen, W.W.2
Koedinger, K.R.3
-
46
-
-
67449157996
-
JIME - The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning
-
Retrieved February 16, 2011, from
-
Lovett, M., Meyer, O., & Thille, C. (2008). JIME - The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal Of Interactive Media In Education, 2008(1). Retrieved February 16, 2011, from http://jime.open.ac.uk/2008/14
-
(2008)
Journal Of Interactive Media In Education
, vol.2008
, Issue.1
-
-
Lovett, M.1
Meyer, O.2
Thille, C.3
-
47
-
-
70349865310
-
Why tutored problem solving may be better than example study: Theoretical implications from a simulated-student study
-
A. Esma and B. Woolf (Eds.), Berlin: Springer
-
Matsuda, N., Cohen, W., Sewall, J., Lacerda, G., & Koedinger, K. R. (2008). Why tutored problem solving may be better than example study: Theoretical implications from a simulated-student study. In A. Esma and B. Woolf (Eds.), Proceedings of the 9th International Conference of Intelligent Tutoring Systems (pp. 111-121), Berlin: Springer.
-
(2008)
Proceedings of the 9th International Conference of Intelligent Tutoring Systems
, pp. 111-121
-
-
Matsuda, N.1
Cohen, W.2
Sewall, J.3
Lacerda, G.4
Koedinger, K.R.5
-
48
-
-
79957523746
-
A computational model of how learner errors arise from weak prior knowledge
-
Cognitive Science Society, Amsterdam, Netherlands
-
Matsuda, N., Lee, A., Cohen, W. W., & Koedinger, K. R. (2009). A computational model of how learner errors arise from weak prior knowledge. In Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1288-1293). Cognitive Science Society, Amsterdam, Netherlands.
-
(2009)
Proceedings of the 31st Annual Conference of the Cognitive Science Society
, pp. 1288-1293
-
-
Matsuda, N.1
Lee, A.2
Cohen, W.W.3
Koedinger, K.R.4
-
49
-
-
44849124447
-
Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life
-
Michaels, S., O'Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27 (4), 283-297.
-
(2008)
Studies in the Philosophy of Education
, vol.27
, Issue.4
, pp. 283-297
-
-
Michaels, S.1
O'Connor, C.2
Resnick, L.B.3
-
50
-
-
17744371664
-
Facets of students' thinking: Designing to cross the gap from research to standards-based practice
-
K. Crowley, C. D. Schunn, & T. Okada (Eds.), Mahwah: Erlbaum
-
Minstrell, J. (2001). Facets of students' thinking: Designing to cross the gap from research to standards-based practice. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications for professional, instructional, and everyday science (pp. 415-443). Mahwah: Erlbaum.
-
(2001)
Designing for science: Implications for professional, instructional, and everyday science
, pp. 415-443
-
-
Minstrell, J.1
-
51
-
-
0012673052
-
An investigation of teachers' beliefs of students' algebra development
-
Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18 (2), 207-235.
-
(2000)
Cognition and Instruction
, vol.18
, Issue.2
, pp. 207-235
-
-
Nathan, M.J.1
Koedinger, K.R.2
-
52
-
-
77951568932
-
-
(L. Shepard, J. Hannaway, & E. Baker, Eds.). Washington, DC: Author
-
National Academy of Education. (2009). Standards, assessments, and accountability: Education policy white paper. (L. Shepard, J. Hannaway, & E. Baker, Eds.). Washington, DC: Author.
-
(2009)
Standards, assessments, and accountability: Education policy white paper
-
-
-
54
-
-
84976705975
-
Computer science as empirical inquiry: Symbols and search
-
Newell, A., & Simon, H. A. (1976). Computer science as empirical inquiry: Symbols and search. Communications of the ACM, 19.
-
(1976)
Communications of the ACM
, pp. 19
-
-
Newell, A.1
Simon, H.A.2
-
55
-
-
37149000732
-
The physical symbol system hypothesis: Status and prospects
-
M. Lungarella (Ed.), Berlin: Springer
-
Nilsson, N. (2007). The physical symbol system hypothesis: Status and prospects. In M. Lungarella (Ed.), 50 years of AI (pp. 9-17) Berlin: Springer.
-
(2007)
50 years of AI
, pp. 9-17
-
-
Nilsson, N.1
-
56
-
-
84970103744
-
Representational transfer in problem solving
-
Novick, L. R. (1990). Representational transfer in problem solving. Psychological Science, 1, 128-132.
-
(1990)
Psychological Science
, vol.1
, pp. 128-132
-
-
Novick, L.R.1
-
57
-
-
78649596168
-
Advancing development of intercultural competence through supporting predictions in narrative video
-
Ogan, A., Aleven, V., & Jones, C. (2010). Advancing development of intercultural competence through supporting predictions in narrative video. International Journal of Artificial Intelligence in Education, 19 (3), 267-288.
-
(2010)
International Journal of Artificial Intelligence in Education
, vol.19
, Issue.3
, pp. 267-288
-
-
Ogan, A.1
Aleven, V.2
Jones, C.3
-
58
-
-
73149110241
-
Fidelity and efficiency of knowledge representations for intelligent tutoring systems
-
Ohlsson, S., & Mitrovic, A. (2007). Fidelity and efficiency of knowledge representations for intelligent tutoring systems. Technology, Instruction, Cognition and Learning, 5 (2), 101-132.
-
(2007)
Technology, Instruction, Cognition and Learning
, vol.5
, Issue.2
, pp. 101-132
-
-
Ohlsson, S.1
Mitrovic, A.2
-
59
-
-
0034499264
-
What's the big idea: Towards a pedagogy of idea power
-
Papert, S. (2000). What's the big idea: Towards a pedagogy of idea power. IBM Systems Journal, 39, 3-4.
-
(2000)
IBM Systems Journal
, vol.39
, pp. 3-4
-
-
Papert, S.1
-
60
-
-
44049098356
-
Organizing instruction and study to improve student learning (NCER 2007-2004)
-
Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education
-
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
-
(2007)
-
-
Pashler, H.1
Bain, P.2
Bottge, B.3
Graesser, A.4
Koedinger, K.5
McDaniel, M.6
Metcalfe, J.7
-
61
-
-
0000885471
-
The acquisition of skill in the domain of programming recursion
-
Pirolli, P. L., & Anderson, J. R. (1985). The acquisition of skill in the domain of programming recursion. Canadian Journal of Psychology, 39, 240-272.
-
(1985)
Canadian Journal of Psychology
, vol.39
, pp. 240-272
-
-
Pirolli, P.L.1
Anderson, J.R.2
-
62
-
-
11944265160
-
Deduction as verbal reasoning
-
Polk, T. A., & Newell, A. (1995). Deduction as verbal reasoning. Psychological Review, 102 (3), 533-566.
-
(1995)
Psychological Review
, vol.102
, Issue.3
, pp. 533-566
-
-
Polk, T.A.1
Newell, A.2
-
64
-
-
75949103902
-
An experimental study of the effectiveness of a formal versus an informal presentation of a general heuristic process on problem solving in tenth-grade geometry
-
Post & Brennan (1976). An experimental study of the effectiveness of a formal versus an informal presentation of a general heuristic process on problem solving in tenth-grade geometry. Journal for Research in Mathematics Education. 7(1), 59-64
-
(1976)
Journal for Research in Mathematics Education
, vol.7
, Issue.1
, pp. 59-64
-
-
-
65
-
-
84856937954
-
What evidence matters? A randomized field trial of cognitive tutor algebra I
-
T. Hirashima, U. Hoppe, & S. S. Young (Eds.), Amsterdam, Netherlands: IOS Press
-
Ritter, S., Kulikowich, J., Lei, P., McGuire, C. L., & Morgan, P. (2007). What evidence matters? A randomized field trial of cognitive tutor algebra I. In T. Hirashima, U. Hoppe, & S. S. Young (Eds.), Supporting learning flow through integrative technologies (Vol. 162, pp. 13-20). Amsterdam, Netherlands: IOS Press.
-
(2007)
Supporting learning flow through integrative technologies
, vol.162
, pp. 13-20
-
-
Ritter, S.1
Kulikowich, J.2
Lei, P.3
McGuire, C.L.4
Morgan, P.5
-
66
-
-
34547525359
-
Cognitive tutor: Applied research in mathematics education
-
Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin and Review, 2, 249-255.
-
(2007)
Psychonomic Bulletin and Review
, vol.2
, pp. 249-255
-
-
Ritter, S.1
Anderson, J.R.2
Koedinger, K.R.3
Corbett, A.4
-
67
-
-
67949124849
-
Compared to what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving
-
Rittle-Johnson, B., & Star, J. (2009). Compared to what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Journal of Educational Psychology, 101 (3), 529-544.
-
(2009)
Journal of Educational Psychology
, vol.101
, Issue.3
, pp. 529-544
-
-
Rittle-johnson, B.1
Star, J.2
-
69
-
-
84928075653
-
Learning from worked-out examples and problem solving
-
J. Plass, R. Moreno, & R. Brünken (Eds.), New York: Cambridge University Press
-
Renkl, A., & Atkinson, R. K. (2010). Learning from worked-out examples and problem solving. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory and research in educational psychology (pp. 91-108). New York: Cambridge University Press.
-
(2010)
Cognitive load theory and research in educational psychology
, pp. 91-108
-
-
Renkl, A.1
Atkinson, R.K.2
-
70
-
-
84993728927
-
The power of testing memory: Basic research and implications for educational practice
-
Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.
-
(2006)
Perspectives on Psychological Science
, vol.1
, pp. 181-210
-
-
Roediger, H.L.1
Karpicke, J.D.2
-
71
-
-
78650687630
-
Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks
-
N. A. Taatgen & H. van Rijn (Eds.), Austin, TX: Cognitive Science Society
-
Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society (pp. 1169-1174). Austin, TX: Cognitive Science Society.
-
(2009)
Proceedings of the 31st annual conference of the cognitive science society
, pp. 1169-1174
-
-
Roll, I.1
Aleven, V.2
Koedinger, K.R.3
-
72
-
-
85139514241
-
Outcomes and mechanisms of transfer in invention activities
-
L. Carlson, C. Hölscher, & T. Shipley (Eds.), Austin, TX: Cognitive Science Society
-
Roll, I., Aleven, V., & Koedinger, K. R. (2011). Outcomes and mechanisms of transfer in invention activities. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2824-2829). Austin, TX: Cognitive Science Society.
-
(2011)
Proceedings of the 33rd Annual Conference of the Cognitive Science Society
, pp. 2824-2829
-
-
Roll, I.1
Aleven, V.2
Koedinger, K.R.3
-
74
-
-
60249083018
-
Problem solving in the United States, 1970-2008: Research and theory, practice and politics
-
Schoenfeld, A. H. (2007). Problem solving in the United States, 1970-2008: Research and theory, practice and politics. ZDM Mathematics Education, 39, 537-551.
-
(2007)
ZDM Mathematics Education
, vol.39
, pp. 537-551
-
-
Schoenfeld, A.H.1
-
75
-
-
0000502756
-
The generality/specificity of expertise in scientific reasoning
-
Schunn, C. D., & Anderson, J. R. (1999). The generality/specificity of expertise in scientific reasoning. Cognitive Science, 23, 337-370.
-
(1999)
Cognitive Science
, vol.23
, pp. 337-370
-
-
Schunn, C.D.1
Anderson, J.R.2
-
76
-
-
3042583333
-
Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction
-
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22 (2), 129-184.
-
(2004)
Cognition and Instruction
, vol.22
, Issue.2
, pp. 129-184
-
-
Schwartz, D.L.1
Martin, T.2
-
77
-
-
33645235444
-
How mathematics propels the development of physical knowledge
-
Schwartz, D. L., Martin, T., & Pfaffman, J. (2005). How mathematics propels the development of physical knowledge. Journal of Cognition and Development, 6 (1), 65-88.
-
(2005)
Journal of Cognition and Development
, vol.6
, Issue.1
, pp. 65-88
-
-
Schwartz, D.L.1
Martin, T.2
Pfaffman, J.3
-
78
-
-
12444255767
-
Microgenetic studies of self-explanation
-
N. Granott & J. Parziale (Eds.), New York: Cambridge University Press
-
Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.). Microdevelopment - transition processes in development and learning (pp. 30-58). New York: Cambridge University Press.
-
(2002)
Microdevelopment - transition processes in development and learning
, pp. 30-58
-
-
Siegler, R.S.1
-
80
-
-
0001422752
-
The effect of abacus training on Chinese children's mental calculation
-
Stigler, J. W. (1984). The effect of abacus training on Chinese children's mental calculation. Cognitive Psychology, 16, 145-176.
-
(1984)
Cognitive Psychology
, vol.16
, pp. 145-176
-
-
Stigler, J.W.1
-
81
-
-
0000819688
-
Cognitive load during problem solving: Effects on learning
-
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
-
(1988)
Cognitive Science
, vol.12
, pp. 257-285
-
-
Sweller, J.1
-
82
-
-
84963474629
-
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.
-
(1985)
Cognition and Instruction
, vol.2
, pp. 59-89
-
-
Sweller, J.1
Cooper, G.A.2
-
83
-
-
33751551663
-
The influence of improvement in one mental function upon the efficiency of other functions
-
Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.
-
(1901)
Psychological Review
, vol.8
, pp. 247-261
-
-
Thorndike, E.L.1
Woodworth, R.S.2
-
86
-
-
0023151233
-
Learning one subprocedure per lesson
-
VanLehn, K. (1987). Learning one subprocedure per lesson. Artificial Intelligence, 31, 1-40.
-
(1987)
Artificial Intelligence
, vol.31
, pp. 1-40
-
-
VanLehn, K.1
-
87
-
-
0041381613
-
Rule learning events in the acquisition of a complex skill: An evaluation of Cascade
-
VanLehn, K. (1999). Rule learning events in the acquisition of a complex skill: An evaluation of Cascade. Journal of the Learning Sciences, 8 (1), 71-125.
-
(1999)
Journal of the Learning Sciences
, vol.8
, Issue.1
, pp. 71-125
-
-
VanLehn, K.1
-
88
-
-
18844441224
-
Cognitive load theory and complex learning: Recent developments and future directions
-
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17 (1), 147-177.
-
(2005)
Educational Psychology Review
, vol.17
, Issue.1
, pp. 147-177
-
-
Van Merriënboer, J.J.G.1
Sweller, J.2
-
89
-
-
84892197754
-
Learning chemistry: What, when, and how?
-
M. K. Stein & L. Kucan (Eds.), New York: Springer Science+Business Media
-
Yaron, D., Karabinos, M., Evans, K., Davenport, J., Cuadros J., & Greeno, J. (2010). Learning chemistry: What, when, and how? In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 41-50). New York: Springer Science+Business Media.
-
(2010)
Instructional explanations in the disciplines
, pp. 41-50
-
-
Yaron, D.1
Karabinos, M.2
Evans, K.3
Davenport, J.4
Cuadros, J.5
Greeno, J.6
-
90
-
-
84963179358
-
Learning mathematics from examples and by doing
-
Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4 (3), 137-166.
-
(1987)
Cognition and Instruction
, vol.4
, Issue.3
, pp. 137-166
-
-
Zhu, X.1
Simon, H.A.2
|