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20: Cognitive
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20- ReferencesAnderson, J.R. (1987). Methodologies for studying human knowledge. Behavioral and Brain Science 10, 467-77. Barrows, H.S. (1985). How to design a problem-based curriculum for the years. New York: Springer. - (1992). The tutorial process. Springfield, IL: Southern Illinois, University School of Medicine. - & Feltovich, P.J. (1987). The clinical reasoning process. Journal of Medical Education 21, 86-91. Bell, B., Bareiss, R. & Beckwith, R. (1993/94). Sickle cell counselor. a prototype goal-based scenario for instruction in a museum environment. The Journal of the Learning Sciences 3 (4), 347-86. Bereiter, C. & Scardamalia, M. (1992). Cognition and curriculum. In P, Jackson, ed. Handbook of research on curriculum, 517-42. New York: Macmillan. Brown, A.L. (1994). The advancement of learning. Educational Researcher 23 (3), 4-12. & Campione, J.C. (198 1). Inducing flexible thinking: a problem of access. In M. Friedman, JP Das & N. O'Connor, eds. Intelligence and learning, 515-29. New York: Plenum. - & Day, J.D. (1981). Learning to learn: on training students to learn from texts. Educational Researcher 10 (2), 14-21. & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick, ed. Knowing, learning, and instruction: essays in honor of Robert Glaser Hillsdale, NJ: Erlbaum. Carroll, W.M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology 86 (3), 360-67, Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction 8, 293-332. Chi, M.T.H., de Leeuw, N., Chiu, M-H & LaVancher, C. (1991). The use of self-explanations as a learning tool. Pittsburgh, PA: The Learning Research and Development Center, University of Pittsburgh. - & VanLehn, K.A. (1991). The content of physics self-explanations. The Journal of the Learning Sciences 1 (1), 69-105. - & Bassok, M. (1989). Learning from examples via self-explanations. In L.B. Resnick, ed. Knowing, learning, and instruction: essays in honor of Robert Glaser 251-82. Hillsdale, NJ: Erlbaum. 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, 145-82, de Leeuw, N., Chiu, M-H & LaVancher, C. (199 1). The use of self-explanations as a learning tool. Pittsburgh PA: The Learning Research and Development Center, University of Pittsburgh. & VanLehn, K.A. (1991). The content of physics self-explanations. The Journal of the Learning Sciences 1 (1), 69-105, Clancey, W.J. (1993). Guidon-Manage revisited: a socio-technical systems approach. Journal of Artificial Intelligence in Education 4 (1), 5-34. Collins, A., Brown, J.S. & Newman, S.E. (1989). Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In L.B. Resnick, ed. 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Structural knowledge: techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Erlbaum. Kaput, J.J. & Hancock, C.M. (1991). Cognitive issues in translating between semantic structure and formal record structure. In E Furinghetti, ed. Proceedings of the 15th International Conference on the Psychology of Mathematics Education, Vol. 2, 237-44. Genova, Italy: Dipartimento di Matematica dell' Universita de Genova. Kass, A., Burke, R., Blevis, E. & Williamson, M. (1993/94). Constructing learning environments for complex social skills. The Journal of the Learning Sciences 3 (4), 387-427. Koschmann, T.D. (1994). Toward a theory of computer support for collaborative learning. The Journal of the Learning Sciences 3 (3), 219-25. Myers, A.C., Feltovich, P.J. & Barrows, H.S. (1994). Using technology to assist in realizing effective learning and instruction: a principled approach to the use of computers in collaborative learning. The Journal of the Learning Sciences 3 (3), 227-64. Lajoie, S.P. & Lesgold, A.M. (1992). Dynamic assessment of proficiency for solving procedural knowledge tasks. Educational Psychologist 27 (3), 365-84. - & - (1989). Apprenticeship training in the workplace: computer coached practice environment as a new form of apprenticeship. Machine-Mediate Learning 3, 7-28. Lave, J. (1988). Cognition in practice: mind, mathematics and culture in everyday life. Cambridge, England: Cambridge University Press. Lesgold, A., Lajoie, S., Bunzo, M. & Eggan, G. (1992). A ,coached practice environment for an electronics troubleshooting job. In J. Larkin & R. Chabay, eds. Computer assisted instruction and intelligent tutoring systems: establishing communications and collaboration, 201-38. Hillsdale, NJ: Erlbaum. Lesh, R., Landau, M. & Hamilton, E. (1983). Conceptual models and applied mathematical problem solving research. In R. Lesh & M. Landau, eds. Acquisition of mathematical concepts and processes, 263-343. New York: Academic. Lewis, M.W., Milson, R. & Anderson, J.R. (1988). Designing an intelligent authoring system for high school mathematics ICAI: the teacher apprentice project. In G.P. Kearsley, ed. Artificial intelligence and instruction: applications and methods, 269-30 1. New York: Addison-Wesley. Lipkin, M. (1989). Education of doctors who care. In H.G. Schmidt, M. Lipkin, Jr., M.W. de Vries & J.M. Greep, eds. New directions for medical education, 3-16. New York: Springer. Low, W.C. (1981). Changes in instructional development: the aftermath of an information processing takeover in psychology. Journal of instructional Development 4 (2), 10-18. Lumsdaine, A.A. & Glaser, R. (1960). Teaching machines and programmed learning. Washington, DC: National Educational Association. Mayer, R.E. & Anderson, R.B. (1991). Animations need narrations: an experimental test of a dual-coding hypothesis. 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Instructional Science. 10, 217-35. & Tennyson, R. (1977). Teaching concepts: an instruction- al design guide, 1st ed. Englewood Cliffs, NJ: Educational Technology. Morrison, D. & Collins, A. (1996). Epistemic fluency and constructivism. In B.B. Wilson, ed. Learning environments, 107-19. Ng, E. & Bereiter, C. (1991). Three levels of goal orientation in learning. The Journal of the Learning Sciences 1 (3), 243-7 1. Nichols, P., Poknorny, R., Jones, G., Gott, S.P. & Alley, W.E. (1995). Evaluation of an avionics troubleshooting tutoring system. AL/HR TR-94-XX. Brooks AFB, TX Paas, F.G.W.C. & Van Merrienboer, J.J.G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: a cognitive-load approach. Journal of Educational Psychology 86 (1), 122-33. Pea, R.D. (1994). Seeing what we build together: distributed multimedia learning environments for transformative communications. The Journal of the Learning Sciences 3 (3), 285-99. Perkins, D.N. (1992a). 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Englewood Cliffs, NJ: Educational Technology. Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J. & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research 5 (1), 51-68. - & - (1991). Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. The Journal of the Learning Sciences 1 (1), 37-68. - & - (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences 3 (3), 265-83. Schank, R.C., Fano, A., Bell, B. & Jona, M. (1993/1994). The design of goal-based scenarios. The Journal of the Learning Sciences 3 (4), 305-45. Schmidt, H.G. (1989). The rationale behind problem-based learning. In H.G. Schmidt, M. Lipkin, Jr., M.W. de Vries & J.M. Greep, eds. New directions for medical education, 105-11. New York: Springer. Schooler, J. & Engstler-Schooler, T. (1990). Verbal overshadowing of visual memories: some things are better left unsaid. Cognitive Psychology 22, 36-7 1. Sherry, L, & Trigg, M. (1996). Epistemic forms and epistemic games. Educational Technology 36 (3), 38-44. . ING MODELS 621 Stefik, M. & Brown, LS. (1989). Toward Portable ideas. In M. Olson, ed. Technological support for work group collaboration, 147-66. Hillsdale, NJ: Erlbaum. Sweller, J. (1989). Cognitive technology.. some Procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology 81 (4), 457-66. Sweller, J. & Cooper, G.A. (1985). The use Of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1), 59-89. Sweller, J. & Chandler, P (1994). Why some material is difficult to learn. Cognition and Instruction 12 (3), 185-233. Williams, S.M. (1992). Putting case-based instruction into context: examples from legal and medical education. The Journal of the Learning Sciences 2 (4), 367-427. Wilson, B.G., ed. (1996). Constructivist learning environments: case studies in instructional design. Englewood, Cliffs, NJ: Educational Technology. & Cole, P, (1991). A review of cognitive teaching models. Educational Technology Research & Development 39 (4), 47-64. |
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