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  1. The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning.Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti - 2012 - 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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    Cognitive modeling and intelligent tutoring.John R. Anderson, C. Franklin Boyle, Albert T. Corbett & Matthew W. Lewis - 1990 - Artificial Intelligence 42 (1):7-49.
  3.  33
    Skill Acquisition and the LISP Tutor.John R. Anderson, Frederick G. Conrad & Albert T. Corbett - 1989 - Cognitive Science 13 (4):467-505.
    An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to (...)
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    Individual differences and predictive validity in student modeling.Albert T. Corbett, John R. Anderson, Valerie H. Carver & Scott A. Brancolini - 1994 - In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Erlbaum. pp. 213.
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