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Scholarly Works (11 results)
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Article
Peer Reviewed
Promoting Flexible Problem Solving: The Effects of Direct Instruction and Self-Explaining
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 26
(2004)
Article
Peer Reviewed
The Capacity to Discover: Working Memory and the Ability to Use Self-Explanation to Discover Early Algebra Concepts
DeCaro, Marci
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 32
(2010)
Article
Peer Reviewed
The Effects of Feedback During Exploration Depend on Prior Knowledge
Fyfe, Emily
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 34
(2012)
Article
Peer Reviewed
To Teach by Concept or by Procedure? Making the Most of Self-Explanations
Matthews, Percival G.
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 29
(2007)
Article
Peer Reviewed
The Effects of Self-Explanation and Practice on Strategy Use
McEldoon, Katherine
;
Durkin, Kelley
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 33
(2011)
Article
Peer Reviewed
Using Cognitive Models to Guide Instructional Design: The Case of Fraction Division
Rittle-Johnson, Bethany
;
Koedinger, Kenneth R.
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 23
(2001)
Article
Peer Reviewed
Achievement Motivation and Strategy Selection during Exploratory Learning
DeCaro, Daniel
;
DeCaro, Marci
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 35
(2013)
Article
Peer Reviewed
Immediate Introduction to Multiple Procedures Supports Procedural Flexibility in Equation Solving
Durkin, Kelley
;
Rittle-Johnson, Bethany
;
Star, Jon
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 32
(2010)
Article
Peer Reviewed
Effects of Problem Context on Strategy Use within Functional Thinking
McEldoon, Katherine L.
;
Cochrane-Braswell, Caroline
;
Rittle-Johnson, Bethany
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 32
(2010)
Article
Peer Reviewed
Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals?
Adams, Deanne
;
McLaren, Bruce
;
Durkin, Kelley
;
Mayer, Rich
;
Rittle-Johnson, Bethany
;
Isotani, Seiji
;
Van Velsen, Martin
Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 34
(2012)
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