Knowing, Learning, and Instruction

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ISBN: 9780805804607 | 0805804609
Cover: Paperback
Copyright: 7/1/1989

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Celebrating the 20th anniversary of the Learning Research and Development Center (LRDC) at the University of Pittsburgh, these papers present the most current and innovative research on cognition and instruction. Knowing, Learning, and Instructionpays homage to Robert Glaser, founder of the LRDC, and includes debates and discussions about issues of fundamental importance to the cognitive science of instruction.

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List of Contributors	p. xi
Preface	p. xiii
References	p. xvii
Introduction	p. 1
References	p. 23
Learning from Text	p. 25
Conclusion	p. 42
References	p. 45
Acknowledgments	p. 45
Expository Text for Young Readers: The Issue of Coherence	p. 47
References	p. 62
Development of An Expert Explanation: An Analysis of A Sequence of Subtraction Lessons	p. 67
References	p. 123
Acknowledgments	p. 123
On the Nature of Competence: Principles for Understanding in A Domain ©	p. 125
References	p. 182
Acknowledgments	p. 182
Concluding Remarks	p. 187
References	p. 213
References	p. 215
Informal Reasoning and Subject Matter Knowledge in the Solving of Economics Problems by Naive and Novice Individuals	p. 217
References	p. 246
References	p. 247
Learning from Examples VIa Self-Explanations	p. 251
Acknowledgments	p. 280
References	p. 281
What Kind of Knowledge Transfers?	p. 283
References	p. 304
Acknowledgments	p. 304
There Are Generalized Abilities and One of Them Is Reading	p. 307
References	p. 332
Toward Intelligent Systems for Testing	p. 337
References	p. 359
Intentional Learning as A Goal of Instruction	p. 361
References	p. 389
Guided, Cooperative Learning and Individual Knowledge Acquisition	p. 393
References	p. 446
Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics	p. 453
Acknowledgments	p. 492
Acknowledgments	p. 492
Author Index	p. 495
Subject Index	p. 505
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Knowing, Learning, and Instruction

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