Skills, Beliefs & Behaviors

Cognitive: References

Key references:

Retrieval, spaced and interleave practice:

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. DOI

Self-explanations:

Chiu, J.L. & Chi, M.T.H. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. HTTP

Worked examples:

Renkl, A. (2014). Learning from worked examples: How to prepare students for meaningful problem solving. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. HTTP

Additional references:

Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor. Cognitive Science, 26(2), 147–179. http://doi.org/10.1207/s15516709cog2602_1

Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. Journal of Educational Psychology, 95(4), 774–783. http://doi.org/10.1037/0022-0663.95.4.774

Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79–100. http://doi.org/10.1080/10824669.2014.986674

Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24–34. http://doi.org/10.1016/j.learninstruc.2012.11.002

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make It Stick. Harvard University Press.

Chi, M. T. H., & VanLehn, K. A. (1991). The Content of Physics Self-Explanations. Journal of the Learning Sciences, 1(1), 69–105. http://doi.org/10.1207/s15327809jls0101_4

Chi, M., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. http://doi.org/10.1207/s15516709cog1302_1

Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), 206–214. http://doi.org/10.1016/j.learninstruc.2011.11.001

Freeman, S., Haak, D., & Wenderoth, M. P. (2011). Increased course structure improves performance in introductory biology., 10(2), 175–186. http://doi.org/10.1187/cbe.10-08-0105

Hsu, C.-Y., & Tsai, C.-C. (2011). Investigating the Impact of Integrating Self-explanation into an Educational Game: A Pilot Study. In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications (Vol. 6872, pp. 250–254). Berlin, Heidelberg: Springer, Berlin, Heidelberg. http://doi.org/10.1007/978-3-642-23456-9_49

King, A. (1994). Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain. American Educational Research Journal, 31(2), 338. http://doi.org/10.2307/1163313

Lawrence, N.K. (2013). Cumulative exams in the introductory psychology course. Teaching of Psychology, 40(1), 15-19.

Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds? Journal of Educational Psychology, 95(4), 806–813. http://doi.org/10.1037/0022-0663.95.4.806

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, D.C.: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.

Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations. Contemporary Educational Psychology, 23(1), 90–108. http://doi.org/10.1006/ceps.1997.0959

Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101(4), 836–852. http://doi.org/10.1037/a0016026

Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior (), 31, 73–84. http://doi.org/10.1016/j.chb.2013.09.022

Siegler, R. S., & Chen, Z. (2008). Differentiation and integration: guiding principles for analyzing cognitive change. Developmental Science, 11(4), 433–448. http://doi.org/10.1111/j.1467-7687.2008.00689.x

Wylie, R., & Chi, M. T. H. (2014). The self-explanation principle in multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 413–432). Cambridge: Cambridge University Press. http://doi.org/10.1017/CBO9781139547369.021