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Learning by explaining examples to oneself: A computational model
16 references·0 citing·40 second hop
Learning by explaining examples to oneself: A computational model (1993)Learning by explaining examples to onesel…International Conference of the Learning Sciences (2013)International Conference of t…Computer-Based Learning Environments and Problem Solving (1992)Computer-Based Learning Envir…A Model of the Self-Explanation Effect (1992)A Model of the Self-Explanati…The Content of Physics Self-Explanations (1991)The Content of Physics Self-E…Studying Physics Texts: Differences in Study Processes Between Good and Poor Performers (1990)Studying Physics Texts: Diffe…Structuring Effective Worked Examples (1990)Structuring Effective Worked …Goal Setting and Procedure Selection in Acquiring Computer Skills: A Comparison of Tutorials, Problem Solving, and Learner Exploration (1990)Goal Setting and Procedure Se…Similarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Interpretation of Scientific or Mathematical Concepts: Cognitive Issues and Instructional Implications (1987)Interpretation of Scientific …Explanation Patterns: Understanding Mechanically and Creatively (1986)Explanation Patterns: Underst…Do Written Instructions Need Examples? (1986)Do Written Instructions Need …The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985)The Use of Worked Examples as…Mental Models (1983)Mental ModelsArchitecture of Cognition (1983)Architecture of CognitionFeatures of similarity. (1977)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)SCRIPTS, PLANS, GOALS, AND UNDERSTANDING (1988)What's basic about basic emotions? (1990)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Human Problem Solving (1972)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. (2003)How Fading Worked Solution Steps Works – A Cognitive Load Perspective (2004)Inducing Self-Explanation: a Meta-Analysis (2018)Learning from Examples: Instructional Principles from the Worked Examples Research (2000)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Cognitive Skills and Their Acquisition (2013)Development of an instrument for measuring different types of cognitive load (2013)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)Cognitive Load During Problem Solving: Effects on Learning (1988)Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations (1998)Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010)Teaching and physics education research: bridging the gap (2014)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Constructing inferences during narrative text comprehension. (1994)The construction of autobiographical memories in the self-memory system. (2000)Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (2002)Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking (1999)Arguing to Learn (2005)A Focus Theory of Normative Conduct: A Theoretical Refinement and Reevaluation of the Role of Norms in Human Behavior (1991)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)Situated Cognition and the Culture of Learning (1989)A Dynamic Theory of Organizational Knowledge Creation (1994)The weirdest people in the world? (2010)
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References

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  • 1990

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Goal Setting and Procedure Selection in Acquiring Computer Skills: A Comparison of Tutorials, Problem Solving, and Learner Exploration
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