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Explanation constrains learning, and prior knowledge constrains explanation

In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society (2010)

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  1. The Instrumental Value of Explanations.Tania Lombrozo - 2011 - Philosophy Compass 6 (8):539-551.
    Scientific and ‘intuitive’ or ‘folk’ theories are typically characterized as serving three critical functions: prediction, explanation, and control. While prediction and control have clear instrumental value, the value of explanation is less transparent. This paper reviews an emerging body of research from the cognitive sciences suggesting that the process of seeking, generating, and evaluating explanations in fact contributes to future prediction and control, albeit indirectly by facilitating the discovery and confirmation of instrumentally valuable theories. Theoretical and empirical considerations also suggest (...)
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  • The Role of Surprise in Learning: Different Surprising Outcomes Affect Memorability Differentially.Meadhbh I. Foster & Mark T. Keane - 2019 - Topics in Cognitive Science 11 (1):75-87.
    Surprise has been explored as a cognitive-emotional phenomenon that impacts many aspects of mental life from creativity to learning to decision-making. In this paper, we specifically address the role of surprise in learning and memory. Although surprise has been cast as a basic emotion since Darwin's (1872) The Expression of the Emotions in Man and Animals, recently more emphasis has been placed on its cognitive aspects. One such view casts surprise as a process of “sense making” or “explanation finding”: metacognitive (...)
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  • Why does explaining help learning? Insight from an explanation impairment effect.Joseph Jay Williams, Tania Lombrozo & Bob Rehder - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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