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  1. Situations and Attitudes.Jon Barwise & John Perry - 1983 - MIT Press.
  • Cognition, Construction of Knowledge, and Teaching.Ernst Glasersfeld - 1989 - Synthese 80 (1):121-140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism''s cognitive (...)
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  • Eliciting Self‐Explanations Improves Understanding.Michelene T. H. Chi, Nicholas Leeuw, Mei‐Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  • Contributing to Discourse.Herbert H. Clark & Edward F. Schaefer - 1989 - Cognitive Science 13 (2):259-294.
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  • Learning From Worked‐Out Examples: A Study on Individual Differences.Alexander Renkl - 1997 - Cognitive Science 21 (1):1-29.
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  • Dual Space Search During Scientific Reasoning.David Klahr & Kevin Dunbar - 1988 - Cognitive Science 12 (1):1-48.
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  • Teachability of Reflective Processes in Written Composition.Marlene Scardamalia, Carl Bereiter & Rosanne Steinbach - 1984 - Cognitive Science 8 (2):173-190.
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  • Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems.Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann & Robert Glaser - 1989 - Cognitive Science 13 (2):145-182.
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  • Learning From Worked-Out Examples: A Study on Individual Differences.Alexander Renkl - 1997 - Cognitive Science 21 (1):1-29.
    The goal of this study was to investigate interindividual differences in learning from worked-out examples with respect to the quality of self-explanations. Restrictions of former studies (e.g., lacking control of time-on-task) were avoided and additional research questions (e.g., reliability and dimensionality of self-explanation characteristics) were addressed. An investigation with 36 university freshmen of education working in individual sessions was conducted. The domain was probability calculus. As predictors of learning, prior knowledge and the quality of self-explanations (thinking aloud protocols) were assessed. (...)
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  • Cognition, Construction of Knowledge, and Teaching.Ernst von Glasersfeld - 1989 - Synthese 80 (1):121 - 140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism's cognitive (...)
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  • Perspectives on Socially Shared Cognition.A. N. Perret-Clermont, J. F. Perret, N. Bell, L. B. Resnick, J. M. Levine & S. D. Teasley - 1991 - In Lauren Resnick, Levine B., M. John, Stephanie Teasley & D. (eds.), Perspectives on Socially Shared Cognition. American Psychological Association.
     
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