Pub Date : 2018-12-07DOI: 10.4324/9781315044408-10
C. Perfetti
{"title":"There are Generalized Abilities and One of Them is Reading","authors":"C. Perfetti","doi":"10.4324/9781315044408-10","DOIUrl":"https://doi.org/10.4324/9781315044408-10","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122533048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9781315044408-12
C. Bereiter, M. Scardamalia
Contemporary cognitive psychology has only recently begun to make contact with an important set of everyday intuitions about learning. These intuitions have to do with the role of intentions, plans, and mental effort in learning. It is not that intentions, plans, and mental effort have been ignored in accounts of cognitive behavior-quite the contrary (see, for instance, Dennett, 1983, on intentions; Sacerdoti, 1977, on plans; Kahneman, 1973, on mental effort). But we have yet to do justice to what folk psychology treats as their role in learning itself.
当代认知心理学直到最近才开始接触关于学习的一套重要的日常直觉。这些直觉与学习中的意图、计划和精神努力的作用有关。这并不是说意图、计划和精神努力在认知行为的描述中被忽略了——恰恰相反(例如，参见Dennett, 1983, on intentions;Sacerdoti, 1977，关于计划;卡尼曼，1973，论脑力劳动)。但我们还没有公正地对待民间心理学在学习本身中所扮演的角色。
{"title":"Intentional Learning as a Goal of Instruction","authors":"C. Bereiter, M. Scardamalia","doi":"10.4324/9781315044408-12","DOIUrl":"https://doi.org/10.4324/9781315044408-12","url":null,"abstract":"Contemporary cognitive psychology has only recently begun to make contact with an important set of everyday intuitions about learning. These intuitions have to do with the role of intentions, plans, and mental effort in learning. It is not that intentions, plans, and mental effort have been ignored in accounts of cognitive behavior-quite the contrary (see, for instance, Dennett, 1983, on intentions; Sacerdoti, 1977, on plans; Kahneman, 1973, on mental effort). But we have yet to do justice to what folk psychology treats as their role in learning itself.","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115339273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9781315044408-13
Ann L. Brown, Annemarie S. Palincsar
{"title":"Guided, Cooperative Learning and Individual Knowledge Acquisition","authors":"Ann L. Brown, Annemarie S. Palincsar","doi":"10.4324/9781315044408-13","DOIUrl":"https://doi.org/10.4324/9781315044408-13","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131127200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9781315044408-14
A. Collins, J. S. Brown, S. E. Newman
{"title":"Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics","authors":"A. Collins, J. S. Brown, S. E. Newman","doi":"10.4324/9781315044408-14","DOIUrl":"https://doi.org/10.4324/9781315044408-14","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121670931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Microworlds in Mathematical Education: a Pedagogical Realism","authors":"P. Nesher","doi":"10.4324/9781315044408-6","DOIUrl":"https://doi.org/10.4324/9781315044408-6","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122312254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9781315044408-11
A. Lesgold, Joyce Ivill-Friel, Jeffrey Bonar
{"title":"Toward Intelligent Systems for Testing","authors":"A. Lesgold, Joyce Ivill-Friel, Jeffrey Bonar","doi":"10.4324/9781315044408-11","DOIUrl":"https://doi.org/10.4324/9781315044408-11","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123687687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Expository Text for Young Readers: The Issue of Coherence","authors":"Isabel L. Beck, Margaret G. McKeown","doi":"10.4324/9781315044408-3","DOIUrl":"https://doi.org/10.4324/9781315044408-3","url":null,"abstract":"","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126481949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract : This paper summarizes the results of our investigation of: 1) how students learn to solve simple mechanics problems; 2) what is learned when they study worked-out examples in the text; and 3) how they use what has been learned from the examples while solving problems. We also provide justifications for why mechanics problems were chosen, why we examined learning from examples, and how we can capture the understanding of examples by asking students to generate explanations. The underlying assumption of our research is that differences in students' abilities to learn to solve problems arise from the degree to which they have encoded the relevant knowledge from the text, and use this knowledge to parse and understand the worked-out examples. We found that not only do the good students, those who subsequently had greater success at solving the end-of- the-chapter problems, generate a greater amount of explanations, but moreover, the quality of their explanations was better in that it explicated the tacit knowledge, as well as related the example statements to principles and concepts introduced in the text. Good students were also more accurate at monitoring their comprehension of the example statements. Accuracy was important because awareness of misunderstanding usually led to episodes of self-explanations. Worked-out examples were also used in different ways by good and poor students. Keywords: Individual differences.
{"title":"Learning from Examples Via Self-Explanations","authors":"M. Chi, M. Bassok","doi":"10.21236/ada198809","DOIUrl":"https://doi.org/10.21236/ada198809","url":null,"abstract":"Abstract : This paper summarizes the results of our investigation of: 1) how students learn to solve simple mechanics problems; 2) what is learned when they study worked-out examples in the text; and 3) how they use what has been learned from the examples while solving problems. We also provide justifications for why mechanics problems were chosen, why we examined learning from examples, and how we can capture the understanding of examples by asking students to generate explanations. The underlying assumption of our research is that differences in students' abilities to learn to solve problems arise from the degree to which they have encoded the relevant knowledge from the text, and use this knowledge to parse and understand the worked-out examples. We found that not only do the good students, those who subsequently had greater success at solving the end-of- the-chapter problems, generate a greater amount of explanations, but moreover, the quality of their explanations was better in that it explicated the tacit knowledge, as well as related the example statements to principles and concepts introduced in the text. Good students were also more accurate at monitoring their comprehension of the example statements. Accuracy was important because awareness of misunderstanding usually led to episodes of self-explanations. Worked-out examples were also used in different ways by good and poor students. Keywords: Individual differences.","PeriodicalId":256618,"journal":{"name":"Knowing, Learning, and Instruction","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122346293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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