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Results: 26-50/94
Authors:
SEBRECHTS MM
ENRIGHT M
BENNETT RE
MARTIN K
Citation: Mm. Sebrechts et al., USING ALGEBRA WORD-PROBLEMS TO ASSESS QUANTITATIVE ABILITY - ATTRIBUTES, STRATEGIES, AND ERRORS, Cognition and instruction, 14(3), 1996, pp. 285-343
Authors:
FUSON KC
CARROLL WM
LANDIS J
Citation: Kc. Fuson et al., LEVELS IN CONCEPTUALIZING AND SOLVING ADDITION AND SUBTRACTION COMPARE WORD-PROBLEMS, Cognition and instruction, 14(3), 1996, pp. 345-371
Authors:
ROYER JM
CARLO MS
DUFRESNE R
MESTRE J
Citation: Jm. Royer et al., THE ASSESSMENT OF LEVELS OF DOMAIN EXPERTISE WHILE READING, Cognition and instruction, 14(3), 1996, pp. 373-408
Authors:
MEANS ML
VOSS JF
Citation: Ml. Means et Jf. Voss, WHO REASONS WELL - 2 STUDIES OF INFORMAL REASONING AMONG CHILDREN OF DIFFERENT GRADE, ABILITY, AND KNOWLEDGE LEVELS, Cognition and instruction, 14(2), 1996, pp. 139-178
Authors:
ROTH WM
Citation: Wm. Roth, KNOWLEDGE DIFFUSION IN A GRADE 4-5 CLASSROOM DURING A UNIT ON CIVIL ENGINEERING - AN ANALYSIS OF A CLASSROOM COMMUNITY IN TERMS OF ITS CHANGING RESOURCES AND PRACTICES, Cognition and instruction, 14(2), 1996, pp. 179-220
Authors:
DASSMAAL EA
KLAPWIJK MJG
VANDERLEIJ A
Citation: Ea. Dassmaal et al., TRAINING OF PERCEPTUAL UNIT PROCESSING IN CHILDREN WITH A READING-DISABILITY, Cognition and instruction, 14(2), 1996, pp. 221-250
Authors:
MCNAMARA DS
KINTSCH E
SONGER NB
KINTSCH W
Citation: Ds. Mcnamara et al., ARE GOOD TEXTS ALWAYS BETTER - INTERACTIONS OF TEXT COHERENCE, BACKGROUND KNOWLEDGE, AND LEVELS OF UNDERSTANDING IN LEARNING FROM TEXT, Cognition and instruction, 14(1), 1996, pp. 1-43
Authors:
VOSS JF
SILFIES LN
Citation: Jf. Voss et Ln. Silfies, LEARNING FROM HISTORY TEXT - THE INTERACTION OF KNOWLEDGE AND COMPREHENSION SKILL WITH TEXT STRUCTURE, Cognition and instruction, 14(1), 1996, pp. 45-68
Authors:
LEHRER R
ROMBERG T
Citation: R. Lehrer et T. Romberg, EXPLORING CHILDRENS DATA MODELING, Cognition and instruction, 14(1), 1996, pp. 69-108
Authors:
ROSSANO MJ
MORRISON TT
Citation: Mj. Rossano et Tt. Morrison, LEARNING FROM MAPS - GENERAL PROCESSES AND MAP-STRUCTURE INFLUENCES, Cognition and instruction, 14(1), 1996, pp. 109-137
Authors:
HOYLES C
FORMAN EA
Citation: C. Hoyles et Ea. Forman, SPECIAL ISSUE - PROCESSES AND PRODUCTS OF COLLABORATIVE PROBLEM-SOLVING - SOME INTERDISCIPLINARY PERSPECTIVES - INTRODUCTION, Cognition and instruction, 13(4), 1995, pp. 479-482
Authors:
HOWE C
TOLMIE A
GREER K
MACKENZIE M
Citation: C. Howe et al., PEER COLLABORATION AND CONCEPTUAL GROWTH IN PHYSICS - TASK INFLUENCESON CHILDRENS UNDERSTANDING OF HEATING AND COOLING, Cognition and instruction, 13(4), 1995, pp. 483-503
Authors:
HEALY L
POZZI S
HOYLES C
Citation: L. Healy et al., MAKING SENSE OF GROUPS, COMPUTERS, AND MATHEMATICS, Cognition and instruction, 13(4), 1995, pp. 505-523
Authors:
HUGHES M
GREENHOUGH P
Citation: M. Hughes et P. Greenhough, FEEDBACK, ADULT INTERVENTION, AND PEER COLLABORATION IN INITIAL LOGO LEARNING, Cognition and instruction, 13(4), 1995, pp. 525-539
Authors:
CROOK C
Citation: C. Crook, ON RESOURCING A CONCERN FOR COLLABORATION WITHIN PEER INTERACTIONS, Cognition and instruction, 13(4), 1995, pp. 541-547
Authors:
FORMAN EA
LARREAMENDYJOERNS J
Citation: Ea. Forman et J. Larreamendyjoerns, LEARNING IN THE CONTEXT OF PEER COLLABORATION - A PLURALISTIC PERSPECTIVE ON GOALS AND EXPERTISE, Cognition and instruction, 13(4), 1995, pp. 549-564
Authors:
WOOD D
WOOD H
AINSWORTH S
OMALLEY C
Citation: D. Wood et al., ON BECOMING A TUTOR - TOWARD AN ONTOGENIC MODEL, Cognition and instruction, 13(4), 1995, pp. 565-581
Authors:
JOINER R
MESSER D
LIGHT P
LITTLETON K
Citation: R. Joiner et al., PEER INTERACTION AND PEER PRESENCE IN COMPUTER-BASED PROBLEM-SOLVING - A RESEARCH NOTE, Cognition and instruction, 13(4), 1995, pp. 583-584
Authors:
NUNES T
LIGHT P
MASON J
Citation: T. Nunes et al., MEASUREMENT AS A SOCIAL-PROCESS, Cognition and instruction, 13(4), 1995, pp. 585-587
Authors:
MERRILL DC
REISER BJ
MERRILL SK
LANDES S
Citation: Dc. Merrill et al., TUTORING - GUIDED LEARNING BY DOING, Cognition and instruction, 13(3), 1995, pp. 315-372
Authors:
SLOTTA JD
CHI MTH
JORAM E
Citation: Jd. Slotta et al., ASSESSING STUDENTS MISCLASSIFICATIONS OF PHYSICS CONCEPTS - AN ONTOLOGICAL BASIS FOR CONCEPTUAL CHANGE, Cognition and instruction, 13(3), 1995, pp. 373-400
Authors:
HAMMER D
Citation: D. Hammer, STUDENT INQUIRY IN A PHYSICS CLASS DISCUSSION, Cognition and instruction, 13(3), 1995, pp. 401-430
Authors:
DEELUCAS D
LARKIN JH
Citation: D. Deelucas et Jh. Larkin, LEARNING FROM ELECTRONIC TEXTS - EFFECTS OF INTERACTIVE OVERVIEWS FORINFORMATION ACCESS, Cognition and instruction, 13(3), 1995, pp. 431-468
Authors:
SOPHIAN C
VONG KI
Citation: C. Sophian et Ki. Vong, THE PARTS AND WHOLES OF ARITHMETIC STORY PROBLEMS - DEVELOPING KNOWLEDGE IN THE PRESCHOOL YEARS, Cognition and instruction, 13(3), 1995, pp. 469-477
Authors:
PERSON NK
KREUZ RJ
ZWAAN RA
GRAESSER AC
Citation: Nk. Person et al., PRAGMATICS AND PEDAGOGY - CONVERSATIONAL RULES AND POLITENESS STRATEGIES MAY INHIBIT EFFECTIVE TUTORING, Cognition and instruction, 13(2), 1995, pp. 161-188