| Contributors | |
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| Foreword | |
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| Preface | |
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| INTRODUCTION | |
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| 1 | Cognitive Science and Educational Practice: An Introduction. Kate McGilly | |
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| | | Principles of Cognitive Science | |
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| | | Methods of Cognitive Science | |
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| | | Educational Applications of Cognitive Principles and Methods | |
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| | | Bridging the Gap: From Laboratory to Classroom | |
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| | | Applications in Specific Content Areas | |
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| | | Applications for Learning across the Curriculum | |
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| | | Applications that Challenge Traditional Classroom-Based Learning Environments | |
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| | | Conclusion | |
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| | | Note | |
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| PART I Domain-Specific Applications | |
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| 2 | Rightstart: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure. Sharon A. Griffin, Robbie Case, and Robert S. Siegler | |
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| | | Research on Young Children's Strategy Use | |
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| | | Research on Young Children's Intuitive Knowledge of Number | |
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| | | Theoretical Framework | |
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| | | The Rightstart Program | |
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| | | The Number Line Game | |
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| | | Program Evaluation | |
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| | | Assessment Objectives and Procedures | |
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| | | Results and Discussion | |
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| | | Number Knowledge | |
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| | | Strategy Use | |
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| | | Transfer Effects | |
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| | | First Grade Follow-Up | |
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| | | Conclusions | |
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| | | Note | |
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| 3 | A Cognitive Approach to the Teaching of Physics. Earl Hunt and Jim Minstrell | |
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| | | A Psychological Framework for Thinking and Physics | |
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| | | The Educational Program | |
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| | | The Preinstruction Quiz | |
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| | | Benchmark Instruction | |
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| | | Elaboration: In-Class Experiments, Problems, and Discussion | |
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| | | Assessment Embedded within Instruction | |
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| | | Assessment of Knowledge States after Instruction | |
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| | | Status of the Project: Educational Evaluation | |
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| | | Results Relevant to Cognitive Science | |
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| | | General Discussion | |
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| | | Notes | |
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| 4 | Enhancing the Acquisition of Conceptual Structures through Hypermedia. Kathryn T. Spoehr. | |
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| | | Expertise and How It Develops | |
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| | | Expertise in the Humanities | |
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| | | Conceptual Neighborhood Structure | |
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| | | Using Electronic Conceptual Neighborhoods to Teach History and Literature | |
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| | | Design and Construction of the ACCESS Hypermedia Corpus | |
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| | | Using Hypermedia in High Schools | |
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| | | Results | |
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| | | Student Evaluations of the Corpus and How It Affected Their Learning | |
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| | | How ACCESS Affected the Teachers and Their Instructional Practices | |
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| | | How ACCESS Affected the Academic Performance of Students | |
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| | | Hypermedia's Effect on Students' Conceptual Understanding | |
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| | | Individual Differences in Corpus-Browsing Strategies | |
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| | | Discussion | |
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| | | Note | |
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| PART II Across-the-Curriculum Applications | |
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| 5 | Intelligence in Context: Enhancing Students' Practical Intelligence for School. Howard Gadner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki | |
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| | | The Clash of Two Cultures | |
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| | | A Brief History of the Concept of Intelligence within Psychology | |
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| | | Recent Theoretical Advances in the Study of Intelligence | |
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| | | Points of Contact between Triarchic and MI Theory | |
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| | | The American Middle School: An Important Contemporary Context | |
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| | | Practical Intelligence for School (PIFS): The Basic Concept | |
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| | | The PIFS Curricula: Phase I | |
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| | | The Stand-Alone Curriculum | |
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| | | The Infused Approach | |
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| | | Summary | |
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| | | The PIFS Currictlum: Phase II | |
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| | | Disculssion of the PIFS Program | |
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| | | Conclusion: Intelligences for All Contexts | |
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| | | Note | |
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| 6 | Classroom Applications of Cognitive Science: Teaching Poor Readers How to Learn, Think, and Problem Solve | |
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| | | The Problem and Insights from Cognitive Theory | |
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| | | Why Teach Poor Readers Strategies for Awareness and Control? | |
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| | | When and Where Should Awareness and Control Strategies Be Taught? | |
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| | | How Should Awareness and Control Strategies Be Taught? | |
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| | | Program and Staff Development | |
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| | | The Strategies-across-the-Curriculum Program | |
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| | | The Embedded/Infused Strategies Program | |
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| | | Courses about How the Mind Works | |
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| | | The Mentor Program | |
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| | | Student Response to the Program | |
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| | | Quantitative Data | |
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| | | Qualitative Evidence | |
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| | | Conclusions | |
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| | | Note | |
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| | | Classrooms as Learning Communities | |
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| 7 | From Visual Word Problems to Learning Communities: Changing Conceptions of Cognitive Research | |
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| | | The Cognition and Technology Group at Vanderbilt | |
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| | | The Curricular Elaboration Model | |
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| | | The River Adventure | |
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| | | Proposal to the McDonnell Foundation CSEP Program | |
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| | | The Classroom Restructuring Model: Designing Materials That Help Change the Nature of Teaching and L... | |
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| | | Theory-based Development of the Jasper Series | |
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| | | Cognitive Analyses of Learning and Transfer | |
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| | | Nine-State Implementation of the Jasper Project | |
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| | | Assessment Data | |
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| | | The Importance of Learning Communities | |
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| | | Initial Ideas about Learning Comnmunities | |
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| | | "The Peabody Perspective" | |
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| | | Building a Learning Community | |
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| | | SMART Challenge III: Toward More Frequent Opportunities for Mutual Learning | |
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| | | Summary and Conclusions | |
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| | | Notes | |
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| 8 | The CSILE Project: Trying to Bring the Classroom into World 3 | |
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| | | Theoretical and Research Background | |
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| | | CSILE as a Medium for Working in World 3 | |
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| | | Evidence of Effects | |
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| | | Standardized Achievement Tests | |
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| | | Depth of Explanation | |
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| | | Graphical Knowledge Representation | |
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| | | Portfolio Ratings | |
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| | | Constructive Processes in Reading | |
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| | | Beliefs about Learning | |
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| | | Discussion | |
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| | | Where's the Cognitive Science? | |
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| | | Notes | |
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| 9 | Guided Discovery in a Community of Learners | |
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| | | Brief History of the Project | |
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| | | Reciprocal Teaching | |
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| | | Communities of Learners | |
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| | | The Ideal Classroom | |
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| | | The Nature of the Curriculum | |
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| | | The Intended Curriculum | |
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| | | The Unintended Curriculum | |
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| | | Success of the Program | |
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| | | Knowledge Building | |
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| | | Reading | |
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| | | Extending the Learning Community | |
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| | | Inside the School | |
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| | | Extending Community beyond the Classroom Walls | |
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| | | Strengths and Weaknesses of a Guided-Discovery Classroom | |
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| | | Strengths | |
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| | | Weaknesses | |
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| | | The Need for a New Theory of Learning | |
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| | | Strategies and Metacognition | |
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| | | Multiple Zones of Proximal Development | |
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| | | Dialogic Base | |
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| | | Legitimization of Differences in a Community of Scholastic Practice | |
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| | | Contextualized and Situated | |
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| | | Notes | |
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| | | CONCLUSION | |
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| 10 | Classroom Problems, School Culture, and Cognitive Research | |
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| | | Classroom Problems: Obstacles to Learning | |
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| | | Domain-Specific Learning Trajectories | |
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| | | Active Strategic Learners | |
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| | | Understanding and Control: Metacognition | |
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| | | Intelligence in the Classroom | |
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| | | Context, Communities, and Discourse | |
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| | | Future Challenges | |
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| References | |
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| Index | |
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