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A Model of the Self-Explanation Effect
13 references·16 citing·44 second hop
A Model of the Self-Explanation Effect (1992)A Model of the Self-Explanation EffectKnowledge in pieces (2017)Knowledge in piecesComputer-Based Learning Environments and Problem Solving (1992)Computer-Based Learning Envir…The Content of Physics Self-Explanations (1991)The Content of Physics Self-E…Structuring Effective Worked Examples (1990)Structuring Effective Worked …Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Peer interaction and learning in small groups (1989)Peer interaction and learning…Learning From Text (1986)Learning From TextThe Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985)The Use of Worked Examples as…Conceptual Change in Childhood (1985)Conceptual Change in ChildhoodReciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Reciprocal Teaching of Compre…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Human Problem Solving (1972)Human Problem SolvingFact, Fiction, and Forecast. (1955)Fact, Fiction, and Forecast.Why does peer instruction benefit student learning? (2020)Why does peer instruction ben…Supporting Early Scientific Thinking Through Curiosity (2020)Supporting Early Scientific T…Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices (2019)Transfer of Learning and Teac…Inducing Self-Explanation: a Meta-Analysis (2018)Inducing Self-Explanation: a …Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2015)Do we click in the right way?…Writing is Applied Metacognition (2009)Writing is Applied Metacognit…How Fading Worked Solution Steps Works – A Cognitive Load Perspective (2004)How Fading Worked Solution St…Cognitive load and the imagination effect (2004)Cognitive load and the imagin…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 does one know whether a p…Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents (2002)Expanding preservice teachers…Learning by imagining. (2001)Learning by imagining.Rule-Learning Events in the Acquisition of a Complex Skill: An Evaluation of Cascade (1999)Rule-Learning Events in the A…Learning by explaining to oneself and to others. (1999)Learning by explaining to one…Explanation and Generalization in Young Children's Strategy Learning (1999)Explanation and Generalizatio…Gestures at Work in Sense-Making Science Talk (1996)Gestures at Work in Sense-Mak…Modeling Individual Differences in Students' Learning Strategies (1995)Modeling Individual Differenc…Mind in Society: The Development of Higher Psychological Processes (1978)Toward a model of text comprehension and production. (1978)Situated Cognition and the Culture of Learning (1989)Handbook of reading research (1991)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Improving Students’ Learning With Effective Learning Techniques (2013)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)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)Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)From Sage on the Stage to Guide on the Side (1993)Eliciting self-explanations improves understanding, (1994)The concept of activity in Soviet psychology (2002)Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006)The role of theories in conceptual coherence. (1985)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)Similarity and Analogical Reasoning (1989)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)Students’ conceptions and the learning of science (1989)Teachers: Beliefs and knowledge. (1996)Coherence versus fragmentation in the development of the concept of force (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)How Expert Designers Design (2008)The empirical case for two systems of reasoning. (1996)Are Emotions Natural Kinds? (2006)Learning by Expanding (2014)On seeing human: A three-factor theory of anthropomorphism. (2007)The weirdest people in the world? (2010)The social psychology of creativity: A componential conceptualization. (1983)A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)TARGET ARTICLE: Hope Theory: Rainbows in the Mind (2002)
this work references cited by second hop

References

  • 1972Human Problem Solving6,221 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities5,185 cited
  • 1955Fact, Fiction, and Forecast.4,377 cited
  • 1985Conceptual Change in Childhood3,858 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1985The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra1,213 cited
  • 1989Peer interaction and learning in small groups1,052 cited
  • 2017Knowledge in pieces572 cited
  • 1990Structuring Effective Worked Examples396 cited
  • 1986Learning From Text341 cited
  • 1991The Content of Physics Self-Explanations306 cited
  • 1992Computer-Based Learning Environments and Problem Solving270 cited

Cited by

  • 2018Inducing Self-Explanation: a Meta-Analysis278 cited
  • 2004How Fading Worked Solution Steps Works – A Cognitive Load Perspective274 cited
  • 2003How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down.

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219 cited
  • 2001Learning by imagining.191 cited
  • 2015Do we click in the right way? A meta-analytic review of clicker-integrated instruction165 cited
  • 1996Gestures at Work in Sense-Making Science Talk162 cited
  • 2020Why does peer instruction benefit student learning?153 cited
  • 1999Rule-Learning Events in the Acquisition of a Complex Skill: An Evaluation of Cascade150 cited
  • 2019Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices147 cited
  • 1999Explanation and Generalization in Young Children's Strategy Learning145 cited
  • 1999Learning by explaining to oneself and to others.141 cited
  • 2020Supporting Early Scientific Thinking Through Curiosity137 cited
  • 2002Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents134 cited
  • 1995Modeling Individual Differences in Students' Learning Strategies110 cited
  • 2009Writing is Applied Metacognition106 cited
  • 2004Cognitive load and the imagination effect97 cited