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  1.  26
    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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  2.  5
    Conceptual Structure and the Procedural Affordances of Rational Numbers: Relational Reasoning with Fractions and Decimals.Melissa DeWolf, Miriam Bassok & Keith J. Holyoak - 2015 - Journal of Experimental Psychology: General 144 (1):127-150.
  3.  3
    Modeling Discrete and Continuous Entities with Fractions and Decimals.Monica Rapp, Miriam Bassok, Melissa DeWolf & Keith J. Holyoak - 2015 - Journal of Experimental Psychology: Applied 21 (1):47-56.
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  4.  25
    Conceptual Integration of Arithmetic Operations With Real‐World Knowledge: Evidence From Event‐Related Potentials.Amy M. Guthormsen, Kristie J. Fisher, Miriam Bassok, Lee Osterhout, Melissa DeWolf & Keith J. Holyoak - 2016 - Cognitive Science 40 (3):723-757.
    Research on language processing has shown that the disruption of conceptual integration gives rise to specific patterns of event-related brain potentials —N400 and P600 effects. Here, we report similar ERP effects when adults performed cross-domain conceptual integration of analogous semantic and mathematical relations. In a problem-solving task, when participants generated labeled answers to semantically aligned and misaligned arithmetic problems, the second object label in misaligned problems yielded an N400 effect for addition problems. In a verification task, when participants judged arithmetically (...)
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  5.  14
    Conceptual and Procedural Distinctions Between Fractions and Decimals: A Cross-National Comparison.Hee Seung Lee, Melissa DeWolf, Miriam Bassok & Keith J. Holyoak - 2016 - Cognition 147:57-69.
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  6.  14
    Semantic Alignment Across Whole-Number Arithmetic and Rational Numbers: Evidence From a Russian Perspective.Yulia A. Tyumeneva, Galina Larina, Ekaterina Alexandrova, Melissa DeWolf, Miriam Bassok & Keith J. Holyoak - 2018 - Thinking and Reasoning 24 (2):198-220.
    Solutions to word problems are moderated by the semantic alignment of real-world relations with mathematical operations. Categorical relations between entities are aligned with addition, whereas certain functional relations between entities are aligned with division. Similarly, discreteness vs. continuity of quantities is aligned with different formats for rational numbers. These alignments have been found both in textbooks and in the performance of college students in the USA and in South Korea. The current study examined evidence for alignments in Russia. Textbook analyses (...)
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  7.  11
    Dissociation Between Magnitude Comparison and Relation Identification Across Different Formats for Rational Numbers.Maureen E. Gray, Melissa DeWolf, Miriam Bassok & Keith J. Holyoak - 2018 - Thinking and Reasoning 24 (2):179-197.
    The present study examined whether a dissociation among formats for rational numbers can be obtained in tasks that require comparing a number to a non-symbolic quantity. In Experiment 1, college students saw a discrete or else continuous image followed by a rational number, and had to decide which was numerically larger. In Experiment 2, participants saw the same displays but had to make a judgment about the type of ratio represented by the number. The magnitude task was performed more quickly (...)
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  8.  28
    Relational Priming Based on a Multiplicative Schema for Whole Numbers and Fractions.Melissa DeWolf, Ji Y. Son, Miriam Bassok & Keith J. Holyoak - 2017 - Cognitive Science 41 (8):2053-2088.
    Why might it be beneficial for adults to process fractions componentially? Recent research has shown that college-educated adults can capitalize on the bipartite structure of the fraction notation, performing more successfully with fractions than with decimals in relational tasks, notably analogical reasoning. This study examined patterns of relational priming for problems with fractions in a task that required arithmetic computations. College students were asked to judge whether or not multiplication equations involving fractions were correct. Some equations served as structurally inverse (...)
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  9. Problem Solving.L. R. Novick & Miriam Bassok - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 321--349.
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