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  1. Kenneth R. Koedinger, John C. Stamper, Brett Leber & Alida Skogsholm (2013). LearnLab's DataShop: A Data Repository and Analytics Tool Set for Cognitive Science. Topics in Cognitive Science 5 (3):668-669.
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  2. Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36 (5):757-798.
    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the (...)
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  3. Kenneth R. Koedinger & Elizabeth A. McLaughlin (2010). Seeing Language Learning Inside the Math: Cognitive Analysis Yields Transfer. In. In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. 471--476.
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  4. Ido Roll, Vincent Aleven & Kenneth R. Koedinger (2009). Helping Students Know'further'-Increasing the Flexibility of Students' Knowledge Using Symbolic Invention Tasks. In. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 1169--74.
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  5. Ruth Wylie, Kenneth R. Koedinger & Teruko Mitamura (2009). Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. In. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 1300--1305.
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  6. Julie L. Booth & Kenneth R. Koedinger (2008). Key Misconceptions in Algebraic Problem Solving. In. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. 571--576.
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  7. Kenneth R. Koedinger, Martha W. Alibali & Mitchell J. Nathan (2008). Trade‐Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving. Cognitive Science 32 (2):366-397.
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  8. Kenneth R. Koedinger, Phillip Pavlik, Bruce M. McLaren & Vincent Aleven (2008). Is It Better to Give Than to Receive? The Assistance Dilemma as a Fundamental Unsolved Problem in the Cognitive Science of Learning and Instruction. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  9. Bruce M. McLaren, Sung-Joo Lim & Kenneth R. Koedinger (2008). When and How Often Should Worked Examples Be Given to Students? New Results and a Summary of the Current State of Research. In. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. 2176--2181.
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  10. Julie L. Booth, Kenneth R. Koedinger & Robert S. Siegler (2007). The Effect of Prior Conceptual Knowledge on Procedural Performance and Learning in Algebra. In. In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society. 137--142.
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  11. Vincent A. W. M. M. Aleven & Kenneth R. Koedinger (2002). An Effective Metacognitive Strategy: Learning by Doing and Explaining with a Computer‐Based Cognitive Tutor. Cognitive Science 26 (2):147-179.
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  12. John R. Anderson, Deb K. Roy, Alex P. Pentland, Vincent Awmm Aleven, Kenneth R. Koedinger, Yafen Lo, Ashley Sides, Joseph Rozelle, Daniel Osherson & Bruno Laeng (2002). Regular Articles Perceiving Temporal Regularity in Music* 1 Edward W. Large, Caroline Palmer Memory for Goals: An Activation-Based Model* 39 Erik M. Altmann, J. Gregory Trafton. [REVIEW] Cognitive Science 26 (837):839.
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  13. Lisa A. Haverty, Kenneth R. Koedinger, David Klahr & Martha W. Alibali (2000). Solving Inductive Reasoning Problems in Mathematics: Not‐so‐Trivial Pursuit. Cognitive Science 24 (2):249-298.
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  14. Martha Wagner Alibali & Kenneth R. Koedinger (1999). The Developmental Progression From Implicit to Explicit Knowledge: A Computational Approach. Behavioral and Brain Sciences 22 (5):755-756.
    Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's ACT-R theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of (...)
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  15. Craig S. Miller, Jill Fain Lehman & Kenneth R. Koedinger (1999). Goals and Learning in Microworlds. Cognitive Science 23 (3):305-336.
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  16. Kenneth R. Koedinger & John R. Anderson (1990). Abstract Planning and Perceptual Chunks: Elements of Expertise in Geometry. Cognitive Science 14 (4):511-550.
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