Explanation and generalization in young children's strategy learning.
暂无分享,去创建一个
[1] Herbert A. Simon,et al. The Sciences of the Artificial , 1970 .
[2] Samuel A. Bobrow,et al. COMPREHENSION AND RECALL OF SENTENCES , 1969 .
[3] N. J. Slamecka,et al. The Generation Effect: Delineation of a Phenomenon , 1978 .
[4] D. Klahr,et al. Formal assessment of problem-solving and planning processes in preschool children , 1981, Cognitive Psychology.
[5] J. Hagen,et al. Use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children , 1984 .
[6] Gary S. Kahn,et al. Strategies for Knowledge Acquisition , 1985, IEEE Transactions on Pattern Analysis and Machine Intelligence.
[7] D. Klahr. Solving Problems with Ambiguous Subgoal Ordering: Preschoolers' Performance. , 1985 .
[8] Mary Jo Kane,et al. Young children's mental models determine analogical transfer across problems with a common goal structure * , 1986 .
[9] Wolfgang Schneider,et al. Memory Development Between 2 and 20 , 1988 .
[10] Eric A. Jenkins,et al. How Children Discover New Strategies , 1989 .
[11] Matthew W. Lewis,et al. Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..
[12] B. Rogoff. Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .
[13] L. Schauble,et al. Belief revision in children: the role of prior knowledge and strategies for generating evidence. , 1990, Journal of experimental child psychology.
[14] Kurt VanLehn,et al. A model of the self-explanation effect. , 1992 .
[15] L. Oakes,et al. Preschoolers' questions and parents' explanations: Causal thinking in everyday activity. , 1992 .
[16] Paul Thagard,et al. Adversarial Problem Solving: Modeling an Oponent Using Explanatory Coherence , 1992, Cogn. Sci..
[17] D. Laplane. Thought and language. , 1992, Behavioural neurology.
[18] Kevin Crowley,et al. Flexible Strategy Use in Young Children's Tic-Tac-Toe , 1993, Cogn. Sci..
[19] M. Chi,et al. Eliciting Self‐Explanations Improves Understanding , 1994 .
[20] K. Dunbar. HOW SCIENTISTS REALLY REASON: SCIENTIFIC REASONING IN REAL-WORLD LABORATORIES , 1995 .
[21] Ann L. Brown,et al. Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving , 1995 .
[22] M. Azmitia,et al. Peer interactive minds: Developmental, theoretical, and methodological issues , 1996 .
[23] R. Siegler. Emerging Minds: The Process of Change in Children's Thinking , 1996 .
[24] Baruch B. Schwarz,et al. Seeing the Problem: An Explanation From Pólya , 1997 .
[25] Jeffrey Bisanz,et al. What did you learn outside of school today? Using structured interviews to document home and community activities related to science and technology , 1997 .
[26] Herbert A. Simon,et al. Collaborative Discovery in a Scientific Domain , 1997, Cogn. Sci..
[27] Kevin Crowley,et al. Describing and Supporting Collaborative Scientific Thinking in Parent-Child Interactions , 1998 .