SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Seeing Deep Structure From the Interactions of Surface Features
16 references·16 citing·36 second hopsampled
Seeing Deep Structure From the Interactions of Surface Features (2012)Seeing Deep Structure From the Interactio…Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011)Practicing versus inventing w…Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities (2009)Active‐Constructive‐Interacti…Eliciting Self‐Explanations Improves Understanding (1994)Eliciting Self‐Explanations I…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…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…Cognition in Practice (1988)Cognition in PracticeThis is like that: The use of earlier problems and the separation of similarity effects. (1987)This is like that: The use of…Concept learning versus problem solving: Is there a difference? (1987)Concept learning versus probl…The role of theories in conceptual coherence. (1985)The role of theories in conce…Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Structure‐Mapping: A Theoreti…Schema induction and analogical transfer (1983)Schema induction and analogic…Expertise in Problem Solving. (1981)Expertise in Problem Solving.Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Analogical problem solving (1980)Analogical problem solvingTHE MIND'S EYE IN CHESS (1973)THE MIND'S EYE IN CHESSSchema abstraction with productive failure and analogical comparison: Learning designs for far across domain transfer (2019)Schema abstraction with produ…A Case for Domain-Specific Curiosity in Mathematics (2019)A Case for Domain-Specific Cu…Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons? (2017)Pedagogical content knowledge…Relational categories as a bridge between cognitive and educational research. (2016)Relational categories as a br…Learning from direct instruction: Best prepared by several self-regulated or guided invention activities? (2016)Learning from direct instruct…On mathematical understanding: perspectives of experienced Chinese mathematics teachers (2015)On mathematical understanding…Inventing a solution and studying a worked solution prepare differently for learning from direct instruction (2015)Inventing a solution and stud…Effects of Variation and Prior Knowledge on Abstract Concept Learning (2015)Effects of Variation and Prio…The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014)The Effects of Idealized and …Less is more: Teachers’ influence during peer collaboration. (2014)Less is more: Teachers’ influ…Effects of Small-Group Learning on Transfer: a Meta-Analysis (2014)Effects of Small-Group Learni…Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013)Teaching planning or sentence…PBL and Beyond: Trends in Collaborative Learning (2013)PBL and Beyond: Trends in Col…Teaching the Conceptual Structure of Mathematics (2012)Teaching the Conceptual Struc…Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012)Resisting Overzealous Transfe…Introduction to “New Conceptualizations of Transfer of Learning” (2012)Introduction to “New Conceptu…Context theory of classification learning. (1978)Toward a model of text comprehension and production. (1978)Cognition and Categorization (1979)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Problem-Based Learning: What and How Do Students Learn? (2004)Features of similarity. (1977)Mental Models (1983)Similarity and Analogical Reasoning (1989)Toward a design theory of problem solving (2000)Models and Analogies in Science (1965)Metaphor: A Practical Introduction (2002)Metaphors We Live By (2003)Cognitive Linguistics (2004)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)The Structure of Scientific Revolutions (1963)Family resemblances: Studies in the internal structure of categories (1975)A Continuum of Impression Formation, from Category-Based to Individuating Processes: Influences of Information and Motivation on Attention and Interpretation (1990)On seeing human: A three-factor theory of anthropomorphism. (2007)Learning by Expanding (2014)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)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Does discovery-based instruction enhance learning? (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)Situated Cognition and the Culture of Learning (1989)Introduction: epistemic communities and international policy coordination (1992)Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations (2000)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1988Cognition in Practice5,157 cited
  • 1983Structure‐Mapping: A Theoretical Framework for Analogy*5,058 cited
  • 1983Schema induction and analogical transfer2,933 cited
  • 1985The role of theories in conceptual coherence.2,803 cited
  • 1980Analogical problem solving2,552 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities1,605 cited
  • 1973THE MIND'S EYE IN CHESS1,418 cited
  • 1981Expertise in Problem Solving.1,414 cited
  • 1994Eliciting Self‐Explanations Improves Understanding756 cited
  • 1987This is like that: The use of earlier problems and the separation of similarity effects.620 cited
  • 2011Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.465 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 1987Concept learning versus problem solving: Is there a difference?400 cited
  • Cited by

    • 2012Teaching the Conceptual Structure of Mathematics207 cited
    • 2013PBL and Beyond: Trends in Collaborative Learning163 cited
    • 2016Relational categories as a bridge between cognitive and educational research.149 cited
    • 2015Inventing a solution and studying a worked solution prepare differently for learning from direct instruction146 cited
    • 2014Effects of Small-Group Learning on Transfer: a Meta-Analysis140 cited
    • 2012Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning139 cited
    • 2012Introduction to “New Conceptualizations of Transfer of Learning”103 cited
    • 2014The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations89 cited
    • 2016Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?88 cited
    • 2013Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition87 cited
    • 2015On mathematical understanding: perspectives of experienced Chinese mathematics teachers69 cited
    • 2019A Case for Domain-Specific Curiosity in Mathematics68 cited
    • 2014Less is more: Teachers’ influence during peer collaboration.63 cited
    • 2017Pedagogical content knowledge of experts and novices—what knowledge do they activate when analyzing science lessons?56 cited
    • 2015Effects of Variation and Prior Knowledge on Abstract Concept Learning55 cited
    • 2019Schema abstraction with productive failure and analogical comparison: Learning designs for far across domain transfer55 cited