Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving-Reference-Cited by-同舟云学术

Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

Published:1995-06 Issue:2 Volume:13 Page:221-252
ISSN:0737-0008
Container-title:Cognition and Instruction
language:en
Short-container-title:Cognition and Instruction

Author:

Bielaczyc Katerine,Pirolli Peter L.,Brown Ann L.

Publisher

Informa UK Limited

Subject

General Psychology,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

http://www.tandfonline.com/doi/pdf/10.1207/s1532690xci1302_3

Reference33 articles.

1. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.

2. Skill Acquisition and the LISP Tutor

3. Anderson, J. R., Corbett, A. & Reiser, B. P. (1987). Essential LISP. Reading, MA: Addison-Wesley.

4. Bereiter, C. & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instructron: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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