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Complex declarative learning

In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press (2005)

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  1. Toward an Instructionally Oriented Theory of Example‐Based Learning.Alexander Renkl - 2014 - Cognitive Science 38 (1):1-37.
    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (...)
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  • Coherence of Pre-service Physics Teachers’ Views of the Relatedness of Physics Concepts.Maija Nousiainen - 2013 - Science & Education 22 (3):505-525.
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  • Quantum probabilities and the conjunction principle.Igor Douven & Jos Uffink - 2012 - Synthese 184 (1):109-114.
    A recent argument by Hawthorne and Lasonen-Aarnio purports to show that we can uphold the principle that competently forming conjunctions is a knowledge-preserving operation only at the cost of a rampant skepticism about the future. A key premise of their argument is that, in light of quantum-mechanical considerations, future contingents never quite have chance 1 of being true. We argue, by drawing attention to the order of magnitude of the relevant quantum probabilities, that the skeptical threat of Hawthorne and Lasonen-Aarnio’s (...)
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  • Two facets of cognitive control in analogical mapping: The role of semantic interference resolution andgoal-driven structure selection.Anna Chuderska & Adam Chuderski - 2014 - Thinking and Reasoning 20 (3):352-371.
    (2013). Two facets of cognitive control in analogical mapping: The role of semantic interference resolution andgoal-driven structure selection. Thinking & Reasoning. ???aop.label???
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  • Misconceived Causal Explanations for Emergent Processes.Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase - 2012 - Cognitive Science 36 (1):1-61.
    Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...)
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  • From probabilities to categorical beliefs: Going beyond toy models.Igor Douven & Hans Rott - 2018 - Journal of Logic and Computation 28 (6):1099-1124.
    According to the Lockean thesis, a proposition is believed just in case it is highly probable. While this thesis enjoys strong intuitive support, it is known to conflict with seemingly plausible logical constraints on our beliefs. One way out of this conflict is to make probability 1 a requirement for belief, but most have rejected this option for entailing what they see as an untenable skepticism. Recently, two new solutions to the conflict have been proposed that are alleged to be (...)
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