CLC Number: 

  • G442
[1] Dewey J.Experience and education.New York:MacMillan,1938,20.
[2] Piaget J.To understand is to invent.New York:Grossman,1973.
[3] Bruner J.On knowing:essays for the left hand.Cambridge,MA:Harvard University Press,1962,87.
[4] Auanbel D P.Some psychological and educational limitations of learning by discovery.The Arithmetic Teacher,1964,11,290-302.
[5] Friedlander B Z.A psyeholngist's second thoughts on concepts,curiosity,and discovery in teaching and learning.Harvard Educetional Review,1965,35,8-38.
[6] Siegler R S.Three aspects of cognitive development.Cognitive Psychology,1976,8,481-520.
[7] Siegler R S,Chon Z.Developmental differences in role learning:A microgenetic analysis.Cognitive Psychology,1998,36,273-310.
[8] Mayer R E.Should there be a three-strikes role against pure discovery learning? American Psychologist,2004,59,14-19.
[9] Bredderman T.Effects of activity-based elementary science on student outcomes:A quantitative synthesis.Review of Educational Research,1983,53,499-518.
[10] Schauble L.The development of scientific reasoning in knowledgerich contexts.Developmental Psychology,1996,32,102-119.
[11] Stohr-Hunt P M.An analysis of frequency of hands-on experience and science achievement.Journal of Research in Science Teaching,1996,33,101-109.
[12] McDaniel M A,Schinger M S.Discovery learning and tranafer of problem-solving skills.Cognition and Instruction,1990,7,129-159.
[13] Klabr D,Nigam M.The equivalence of learning paths in early science instruction:Effects of direct instruction and discovery learning.Psychological Science,2004,15,661-667.
[14] Chen Z,Klabr D.All other things being equal:Acquisition and transfer of the Control of Variables Strategy.Child Development,1999,70,1098-1120.
[15] Hardy I,Joncn A,Miller K,et al.Effects of instructional support within constructivist learning environments for elementary school students'understanding of "floating and finking."Journal of Educational Psychology,2006,98,307-326.
[16] Rittle-Johoson B.Promoting transfer:Effects of self-explanatlon and direct instruction.Child Development,2006,77,1-15.
[17] Toth E E,Kiabr D,Chen Z.Bridging research and practice:A cognitively based classroom intervention for teaching experimentation skills to elementary school children.Cognition & Instruction,2000,18,423-459.
[18] Stemherg R J,Frensch P A.Mechanisms of transfer.In:Detterman D K,Sternberg R J.(Eds).Transfer on trial:Intelligence,cognition,and instruction.Westport,CT,US:Ahlex Publishing,1993,25-38.
[19] Chon Z,Mo L.Schema induction in problem solving:A multidimensional analysis.Journal of Experimental Psychology:Learning,Memory,and Cognition,2003,30,583-600.
[20] Chi M T H,de Leenw N,Chiu M H,et al.Eliciting selfexplanations improves understanding,Cognitive Science,1994,18,439-477.
[21] Honomichl R D,Chon Z.Learning to align relations:The effects of feedback and self-explanation.Journal of Cognition and Development,2006,7,527-550.
[22] Siegler R S.Micrngenetic studies of self-explanation.In Granott N,Parziale J.(Eds.).Micrndevelopment:Transition processes in development and learning.New York,NY:Cambridge University Press,2002.31-58.
[23] Schwartz D L,Moore J L.On the role of mathematics in explaining the material world:Mental models for proportional reasoning.Cognitive Science,1998,22,471-516.
[24] Chon Z,Daehler M W.External and internal instantiation of abstract information facilitates transfer in insight problem solving.Contemporary Educational Psychology,2000,25,423-449.
[25] Chen Z,Yanowitz K L,Daehler M W.Constraints on accessing abstract source information:lnstantiation of principles facilitates children's analogical transfer.Journal of Educational Psychology,1995,87,445-454.
[26] Necdham D R,Begg I M.Problem-oriented training promotes spontaneous analogical transfer:Memory-oriented training promotes memory for training.Meraory & Cognition,1991,19,543-557.
[27] Blanchotte I,Dunbar K.Hew analogies are generated:The roles of structural and superficial similarity.Memory & Cognition,2000,28,108-124.
[28] Dunbar K.The analogical paradox:Why analogy is so easy in naturalistic settings yet so difficult in the psychological laboratory.In Gentner D,Holyoak K J.(Eds.).The analogical mind:Perspectives from cognitive science.Cambridge,MA:The MIT Press,2001,313-334.
[1] LI Yan, LIANG Lichan, ZHOU Xinran, BIAN Yufang. Parent-teacher Relationships and Primary Students’ School Attitude: The Mediating Role of Teacher-child Relationships and the Difference between Parents [J]. Psychological Development and Education, 2024, 40(1): 74-82.
[2] YANG Baoyan, MA Xifeng, ZANG Hongyu, MAO Haiyan. The Influence of Family Economic Income and Father’s Education Level on Academic Engagement among Rural Junior Middle School Students:The Mechanisms of Family Obligation and Education-dependence Future Identity [J]. Psychological Development and Education, 2024, 40(1): 83-92.
[3] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[4] CHENG Yangchun, HUANG Jin. Association between the Approximate Number System and Mathematical Competence: A Meta-analysis [J]. Psychological Development and Education, 2023, 39(3): 379-390.
[5] YU Haoxue, LI Hui, WANG Fuxing. The Relationship between Belief in a Just World and Learning Burnout in Undergraduates: The Mediating Role of Coping Style and Boredom Proneness [J]. Psychological Development and Education, 2023, 39(3): 391-401.
[6] CHEN Xu, ZHANG Dajun, CHEGN Gang, HU Tianqiang, LIU Guangzeng. The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement [J]. Psychological Development and Education, 2018, 34(6): 707-714.
[7] NIE Qian, ZHANG Dajun, TENG Zhaojun, LU Xingyue, GUO Cheng. How Students Perceived School Climate Effect on Subjective and Objective Academic Achievement: The Mediating Role of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 715-723.
[8] CHENG Gang, TANG Xinyi, NIU Juan, LI Jiajia, ZHANG Dajun. The Relationship between Middle School Students' Family Socioeconomic Status and Academic Achievement: Multiple Mediating Effects of Different Dimensions of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 700-706.
[9] CHEN Chaoyang, LIU Zhifang, SU Yongqiang, CHENG Yahua. The Prediction Effects for Skill and Less-skill Deaf Readers in Chinese Reading: Evidence from Eye Movement [J]. Psychological Development and Education, 2018, 34(6): 692-699.
[10] ZOU Yuchen, DING Ying, ZHANG Xuran, LI Yanfang. The Effects of Feedback Type on Children's Learning Performance and the Gender Differences in These Effects [J]. Psychological Development and Education, 2018, 34(5): 567-575.
[11] LI Yongzhan. The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model [J]. Psychological Development and Education, 2018, 34(5): 576-585.
[12] GAO Ruiyan, NIU Meixin, YANG Tao, ZHOU Xinlin. The Accuracy and Form of Fraction Magnitude Representation for 4 to 8 Graders [J]. Psychological Development and Education, 2018, 34(4): 443-452.
[13] ZHANG Jie, HUANG Bijuan, SI Jiwei, GUAN Dongxiao. Relationship between Math Anxiety and Mathematical Achievement in Township Pupils: The Chain Mediating Roles of Mathematical Self-efficacy and Metacognition [J]. Psychological Development and Education, 2018, 34(4): 453-460.
[14] WANG Mingzhong, WANG Mengran, WANG Jing. Interparental Conflict Compromises Adolescents' Academic Achievement: The Indirect Roles of Effortful Control and Classroom Engagement [J]. Psychological Development and Education, 2018, 34(4): 434-442.
[15] CHI Liping, ZONG Zheng, XIN Ziqiang, CHEN Yinghe. The Relationship of Constructivist Pedagogy and Metathinking: The Mediating Role of Cognitive Holding Power [J]. Psychological Development and Education, 2018, 34(2): 181-190.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!