On the public citation graph
Learning to Learn: On Training Students to Learn from Texts
0 signed · 693 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-1-4684-1083-9_2openalex-snapshot
Intelligence and Learning
inferredcites →https://doi.org/10.1016/0010-0285(70)90019-8openalex-snapshot
Developmental changes in memorization processes
inferredcites →https://doi.org/10.1016/0010-0285(76)90022-0openalex-snapshot
The understanding process: Problem isomorphs
inferredcites →https://doi.org/10.1016/0022-0965(75)90080-6openalex-snapshot
Incidental learning in preschool children as a function of level of cognitive analysis
inferredcites →https://doi.org/10.1016/0022-0965(80)90023-5openalex-snapshot
On knowing how well one is remembering: The persistence of strategy use during transfer
inferredcites →https://doi.org/10.1016/0160-2896(78)90022-3openalex-snapshot
Perspectives on the development of memory and cognition
inferredcites →https://doi.org/10.1016/0160-2896(79)90021-7openalex-snapshot
The zone of potential development: implications for intelligence testing in the year 2000
inferredcites →https://doi.org/10.1016/0361-476x(81)90001-1openalex-snapshot
On the theory and measurement of reading comprehension
inferredcites →https://doi.org/10.1016/s0022-5371(78)90337-7openalex-snapshot
Processing temporal relationships in simple stories: Effects of input sequence
inferredcites →https://doi.org/10.1016/s0022-5371(78)90485-1openalex-snapshot
Recall of previously unrecallable information following a shift in perspective
inferredcites →https://doi.org/10.1016/s0022-5371(81)90506-5openalex-snapshot
The representation of sentences in memory
inferredcites →https://doi.org/10.1016/s0065-2407(08)60009-9openalex-snapshot
The Development of Memory: Knowing, Knowing About Knowing, and Knowing How to Know
inferredcites →https://doi.org/10.1016/s0065-2407(08)60315-8openalex-snapshot
The Effects of Contextual Changes and Degree of Component Mastery on Transfer Of Training
inferredcites →https://doi.org/10.1016/s0074-7750(08)60050-6openalex-snapshot
The Role of Strategic Behavior in Retardate Memory
inferredcites →https://doi.org/10.1016/s0364-0213(79)80006-3openalex-snapshot
Elements of a plan-based theory of speech acts
inferredcites →https://doi.org/10.1017/cbo9781316104729.016openalex-snapshot
Problem solving and intelligence
inferredcites →https://doi.org/10.1037//0022-0663.70.4.626openalex-snapshot
Depth of processing and interference effects in the learning and remembering of sentences.
inferredcites →https://doi.org/10.1037/0022-0663.74.5.623openalex-snapshot
Influence of questions on the allocation of attention during reading.
inferredcites →https://doi.org/10.1037/0033-2909.85.5.919openalex-snapshot
Metaphor: Theoretical and empirical research.
inferredcites →https://doi.org/10.1037/0033-295x.85.5.363openalex-snapshot
Toward a model of text comprehension and production.
inferredcites →https://doi.org/10.1037/h0032654openalex-snapshot
Structural differences between outcomes produced by different instructional methods.
inferredcites →https://doi.org/10.1044/jshr.2404.551openalex-snapshot
The Comprehension of Metaphorical Uses of English by Deaf Children
inferredcites →https://doi.org/10.1080/01638538109544516openalex-snapshot
Discourse context and sentence perception∗
inferredcites →https://doi.org/10.1080/10862967709547201openalex-snapshot
Strategic Processes in Beginning Reading
inferredcites →https://doi.org/10.1080/10862967909547313openalex-snapshot
The Effects of Imaginal and Verbal Strategies on Prose Comprehension by Adults
inferredcites →https://doi.org/10.1080/10862967909547324openalex-snapshot
The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information
inferredcites →https://doi.org/10.1080/10862967909547340openalex-snapshot
Effects of Embedded Anomalies and Oral Reading Errors on Childen's Understanding of Stories
inferredcites →https://doi.org/10.1080/10862967909547341openalex-snapshot
A Sentence Verification Technique for Measuring Reading Comprehension
inferredcites →https://doi.org/10.1080/10862968209547435openalex-snapshot
Comprehension Monitoring and the Error Detection Paradigm
inferredcites →https://doi.org/10.1111/j.1467-8624.1976.tb02255.xopenalex-snapshot
The Effectiveness of Interrogatives for Promoting Verbal Elaboration Productivity in Young Children
inferredcites →https://doi.org/10.1111/j.1467-8624.1977.tb03954.xopenalex-snapshot
Intrusion of a Thematic Idea in Children's Comprehension and Retention of Stories
inferredcites →https://doi.org/10.1111/j.1467-8624.1979.tb04135.xopenalex-snapshot
Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall
inferredcites →https://doi.org/10.1159/000272791openalex-snapshot
Learning and Development: the Problems of Compatibility, Access and Induction
inferredcites →https://doi.org/10.1163/9789004368873_010openalex-snapshot
Two Types of Convention in Indirect Speech Acts
inferredcites →https://doi.org/10.1177/0013131x7901500304openalex-snapshot
Ideology and Science in Organization Theory
inferredcites →https://doi.org/10.1177/0013161x7801400107openalex-snapshot
Practical Significance and Statistical Models
inferredcites →https://doi.org/10.1177/002246697901300206openalex-snapshot
Evaluating Error-Correction Procedures for Oral Reading
inferredcites →https://doi.org/10.1598/rrq.14.4.2openalex-snapshot
What Classroom Observations Reveal About Reading Comprehension Instruction
inferredcites →https://doi.org/10.2307/1128824openalex-snapshot
Persistent Use of Verbal Rehearsal as a Function of Information about Its Value
inferredcites →https://doi.org/10.2307/1421522openalex-snapshot
Schooling and the Acquisition of Knowledge
inferredcites →https://doi.org/10.2307/747264openalex-snapshot
The Development and Evaluation of a Self-Questioning Study Technique
inferredcites →https://doi.org/10.2307/747429openalex-snapshot
A Cross-Cultural Perspective on Reading Comprehension
inferredcites →https://doi.org/10.2307/747430openalex-snapshot
Effects on Poor Readers' Comprehension of Training in Rapid Decoding
inferredcites →https://doi.org/10.3102/00028312015003433openalex-snapshot
Schemata as Scaffolding for the Representation of Information in Connected Discourse
inferredcites →https://doi.org/10.3758/bf03197414openalex-snapshot
Memory for the pragmatic implications of sentences
inferredcites →https://doi.org/10.3758/bf03213770openalex-snapshot
Orthographic and phonological activation in auditory and visual word recognition
inferredcites →https://doi.org/10.4324/9781315107493openalex-snapshot
Theoretical Issues in Reading Comprehension
inferredcites →https://doi.org/10.4324/9781315107493-22openalex-snapshot
A Theoretical Taxonomy of The Differences Between Oral and Written Language
inferredcites →https://doi.org/10.4324/9781315107493-7openalex-snapshot
Syntactic Aspects of Reading Comprehension
inferredcites →https://doi.org/10.4324/9781315271644openalex-snapshot
Schooling and the Acquisition of Knowledge
inferredcites →https://doi.org/10.58680/la198127847openalex-snapshot
What Is the Value of the New Interest in Reading Comprehension?
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4656876openalex-extracted
I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning
inferred← citeshttps://doi.org/10.1002/(sici)1098-2736(199909)36:7<837::aid-tea6>3.0.co;2-uopenalex-snapshot
Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking
inferred← citeshttps://doi.org/10.1002/1520-6807(198907)26:3<275::aid-pits2310260310>3.0.co;2-oopenalex-snapshot
Underachievement in the verbally gifted: Implications for pedagogy
inferred← citeshttps://doi.org/10.1002/1520-6807(199507)32:3<225::aid-pits2310320310>3.0.co;2-fopenalex-snapshot
Reciprocal teaching of reading comprehension in a New Zealand high school
inferred← citeshttps://doi.org/10.1002/acp.2350090603openalex-snapshot
Toward the clarification of classroom contexts: Pragmatic aspects of effective instruction
inferred← citeshttps://doi.org/10.1002/aisy.202501397openalex-snapshot
Dual‐Scale Transformer Fusion With Meta Learning for Micro Metastasis Detection in Thyroid Cancer
inferred← citeshttps://doi.org/10.1002/sce.21313openalex-snapshot
What does three‐dimensional teaching and learning look like?: Examining the potential for crosscutting concepts to support the development of science knowledge
inferred← citeshttps://doi.org/10.1002/sce.3730770105openalex-snapshot
The effects of notetaking and self‐questioning on quiz performance
inferred← citeshttps://doi.org/10.1002/tea.10115openalex-snapshot
Supporting inquiry learning by promoting normative understanding of multivariable causality
inferred← citeshttps://doi.org/10.1002/trtr.1629openalex-snapshot
Readers Theatre Plus Comprehension and Word Study
inferred← citeshttps://doi.org/10.1006/ijhc.1996.0076openalex-snapshot
Self-monitoring during exploration of an interactive device
inferred← citeshttps://doi.org/10.1006/jecp.1997.2409openalex-snapshot
The Benefits of Peer Collaboration on Strategy Use, Metacognitive Causal Attribution, and Recall
inferred← citeshttps://doi.org/10.1007/978-0-387-34844-5_18openalex-snapshot
Children’s potential for controlling their own learning while solving problems with an ‘idea organiser’
inferred← citeshttps://doi.org/10.1007/978-1-4612-2786-1_3openalex-snapshot
Self-Regulated Strategy Development: Programmatic Research in Writing
inferred← citeshttps://doi.org/10.1007/978-1-4612-3132-5_5openalex-snapshot
The Significance and Function of Students’ Goals1
inferred← citeshttps://doi.org/10.1007/978-1-4612-3262-9_4openalex-snapshot
The Cognitive Representation and Processing of Discourse: Function and Dysfunction
inferred← citeshttps://doi.org/10.1007/978-1-4612-3618-4_4openalex-snapshot
Social Cognitive Theory and Self-Regulated Learning
inferred← citeshttps://doi.org/10.1007/978-1-4612-4674-9_5openalex-snapshot
Charts, Graphs, and Diagrams in Educational Materials
inferred← citeshttps://doi.org/10.1007/978-1-4612-4676-3_15openalex-snapshot
Special Educational Applications of Mnemonics
inferred← citeshttps://doi.org/10.1007/978-1-4612-4676-3_20openalex-snapshot
The Role of Mnemonic Strategies in Study Effectiveness
inferred← citeshttps://doi.org/10.1007/978-1-4612-5519-2_5openalex-snapshot
Children’s Flexible Use of Strategies During Reading
inferred← citeshttps://doi.org/10.1007/978-1-4612-5522-2_2openalex-snapshot
Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?
inferred← citeshttps://doi.org/10.1007/978-1-4613-8345-1_8openalex-snapshot
Cognitive Strategy Instruction: Methodological Issues and Guidelines in Conducting Research
inferred← citeshttps://doi.org/10.1007/978-1-4613-8838-8_5openalex-snapshot
Domain-Specific Knowledge, Metacognition, and the Promise of Instructional Reform
inferred← citeshttps://doi.org/10.1007/978-1-4613-9133-3_14openalex-snapshot
Cognitive—Behavioral Approaches in Reading and Written Language: Developing Self-Regulated Learners
inferred← citeshttps://doi.org/10.1007/978-1-4613-9145-6_6openalex-snapshot
Cognitive Rehabilitation Following Traumatic Brain Injury in Children
inferred← citeshttps://doi.org/10.1007/978-1-4613-9168-5_4openalex-snapshot
Cognitive Strategy Instruction in Written Language for Learning Disabled Students
inferred← citeshttps://doi.org/10.1007/978-1-4613-9544-7_3openalex-snapshot
Social Contexts and Functions of Children’s Remembering
inferred← citeshttps://doi.org/10.1007/978-1-4613-9544-7_6openalex-snapshot
Studying Student Cognition During Classroom Learning
inferred← citeshttps://doi.org/10.1007/978-1-4899-3620-2_11openalex-snapshot
The Cognitive Movement and Education
inferred← citeshttps://doi.org/10.1007/978-3-030-23204-7_8openalex-snapshot
Automated Summarization Evaluation (ASE) Using Natural Language Processing Tools
inferred← citeshttps://doi.org/10.1007/978-3-030-62833-8_12openalex-snapshot
Descriptive Analysis for Discovery of Patterns of Interest in Student
inferred← citeshttps://doi.org/10.1007/978-3-030-77015-0_17openalex-snapshot
What are we Supposed to be Learning? Motivation and Autonomy in Smart Learning Environments
inferred← citeshttps://doi.org/10.1007/978-3-031-11644-5_79openalex-snapshot
Multitask Summary Scoring with Longformers
inferred← citeshttps://doi.org/10.1007/978-3-031-79382-0_9openalex-snapshot
Organization for Learning
inferred← citeshttps://doi.org/10.1007/978-3-319-12433-9_4openalex-snapshot
Strategy Training and Research Methodology
inferred← citeshttps://doi.org/10.1007/978-3-319-32954-3_18openalex-snapshot
Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences
inferred← citeshttps://doi.org/10.1007/978-3-319-61425-0_11openalex-snapshot
iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension
inferred← citeshttps://doi.org/10.1007/978-3-322-83412-6_4openalex-snapshot
Lesekompetenz: Testkonzeption und Ergebnisse
inferred← citeshttps://doi.org/10.1007/978-3-642-57799-4_17openalex-snapshot
Design of Computer-Based Cognitive Tools
inferred← citeshttps://doi.org/10.1007/978-3-642-58035-2_24openalex-snapshot
Applying Systems Theory Through the Lens of Learning: What Does Learning Research Say?
inferred← citeshttps://doi.org/10.1007/978-3-642-78069-1_10openalex-snapshot
A Constructivist Critique of the Assumptions of Instructional Design
inferred← citeshttps://doi.org/10.1007/978-94-6091-654-0openalex-snapshot
Self-Regulated Learning in Technology Enhanced Learning Environments : A European Perspective
inferred← citeshttps://doi.org/10.1007/978-94-6091-654-0_3openalex-snapshot
Didactics and Self-Regulated Learning in Technology Enhanced Learning Environments
inferred← citeshttps://doi.org/10.1007/978-981-15-0874-5_12openalex-snapshot
F.I.R.S.T: Principles of Discipline for 21st Century Skills
inferred← citeshttps://doi.org/10.1007/978-981-96-1230-7_4openalex-snapshot
Interventional Studies on Revision in Writing Classrooms
inferred← citeshttps://doi.org/10.1007/b137171_92openalex-snapshot
“Learning to Research” in a Virtual Learning Environment: A Case Study on the Effectiveness of a Socio-constructivist Learning Design
inferred← citeshttps://doi.org/10.1007/bf00056221openalex-snapshot
Teaching for learning-to-learn: a critical appraisal with some proposals
inferred← citeshttps://doi.org/10.1007/bf00120978openalex-snapshot
Minimizing the black box problem to enhance the validity of theories about instructional effects
inferred← citeshttps://doi.org/10.1007/bf00132292openalex-snapshot
Antecedents of college students' study deficiencies: the relationship between course features and students' study activities
inferred← citeshttps://doi.org/10.1007/bf00377985openalex-snapshot
Some implications of cognitive theory for instructional design
inferred← citeshttps://doi.org/10.1007/bf00892160openalex-snapshot
A CAI program for instructing text analysis and modelling of word problems to educable mentally retarded children
inferred← citeshttps://doi.org/10.1007/bf00912721openalex-snapshot
Metacognition reconsidered: Implications for intervention research
inferred← citeshttps://doi.org/10.1007/bf00912728openalex-snapshot
The logical status of metacognitive training
inferred← citeshttps://doi.org/10.1007/bf01027071openalex-snapshot
Teaching community-college students to follow the train of thought in expository texts
inferred← citeshttps://doi.org/10.1007/bf02297053openalex-snapshot
Metacognition research and theory: Analysis and implications for instructional design
inferred← citeshttps://doi.org/10.1007/bf02297513openalex-snapshot
Instructional simulation from a cognitive psychology viewpoint
inferred← citeshttps://doi.org/10.1007/bf02300539openalex-snapshot
Strategy orientations, learner activity, and learning outcomes: Implications for instructional support of learning
inferred← citeshttps://doi.org/10.1007/bf02356701openalex-snapshot
Cognitive preferences and chemistry achievement
inferred← citeshttps://doi.org/10.1007/bf02614731openalex-snapshot
Helping science methods students construct meaning from text
inferred← citeshttps://doi.org/10.1007/bf03173282openalex-snapshot
Influence of subject matter setting on comprehension monitoring
inferred← citeshttps://doi.org/10.1007/bf03326318openalex-snapshot
Text learning strategies of good and poor learners: The quality of processing activity assessed by a secondary task method
inferred← citeshttps://doi.org/10.1007/s10212-011-0064-7openalex-snapshot
Argumentative abilities in metacognition and in metalinguistics: a study on university students
inferred← citeshttps://doi.org/10.1007/s10639-017-9626-xopenalex-snapshot
Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories
inferred← citeshttps://doi.org/10.1007/s10648-012-9206-yopenalex-snapshot
Distributed Learning: Data, Metacognition, and Educational Implications
inferred← citeshttps://doi.org/10.1007/s10648-018-9453-7openalex-snapshot
Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
inferred← citeshttps://doi.org/10.1007/s10648-020-09534-0openalex-snapshot
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
inferred← citeshttps://doi.org/10.1007/s10648-021-09606-9openalex-snapshot
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
inferred← citeshttps://doi.org/10.1007/s10648-024-09921-xopenalex-snapshot
The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research
inferred← citeshttps://doi.org/10.1007/s10972-010-9204-1openalex-snapshot
Elementary Teachers’ Use of Graphical Representations in Science Teaching
inferred← citeshttps://doi.org/10.1007/s11145-022-10297-zopenalex-snapshot
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade
inferred← citeshttps://doi.org/10.1007/s11165-009-9145-xopenalex-snapshot
The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course
inferred← citeshttps://doi.org/10.1007/s11251-008-9062-9openalex-snapshot
Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach
inferred← citeshttps://doi.org/10.1007/s11409-007-9005-xopenalex-snapshot
Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years
inferred← citeshttps://doi.org/10.1007/s11409-010-9055-3openalex-snapshot
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance
inferred← citeshttps://doi.org/10.1007/s11409-018-9181-xopenalex-snapshot
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
inferred← citeshttps://doi.org/10.1007/s11409-023-09368-5openalex-snapshot
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education
inferred← citeshttps://doi.org/10.1007/s11409-024-09374-1openalex-snapshot
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
inferred← citeshttps://doi.org/10.1007/s12186-022-09298-4openalex-snapshot
Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools
inferred← citeshttps://doi.org/10.1016/0022-0965(83)90083-8openalex-snapshot
The effects of strategy—Monitoring training on children's selection of effective memory strategies
inferred← citeshttps://doi.org/10.1016/0022-0965(85)90055-4openalex-snapshot
Semantic integration: Effects of imagery, enaction, and sentence repetition training on prereaders' recall for pictograph sentences
inferred← citeshttps://doi.org/10.1016/0022-4405(93)90028-hopenalex-snapshot
The history of interventions in school psychology
inferred← citeshttps://doi.org/10.1016/0361-476x(85)90014-1openalex-snapshot
Effects of text manipulations on quality of written summaries
inferred← citeshttps://doi.org/10.1016/0361-476x(86)90014-7openalex-snapshot
Ecological validity of adjunct questions in a college biology course
inferred← citeshttps://doi.org/10.1016/0361-476x(86)90028-7openalex-snapshot
The role of the self-system in self-regulated learning
inferred← citeshttps://doi.org/10.1016/0361-476x(86)90031-7openalex-snapshot
The self-instructive process in classroom learning contexts
inferred← citeshttps://doi.org/10.1016/0892-0362(94)90011-6openalex-snapshot
Deficient cumulative learning: An animal model of retarded cognitive development
inferred← citeshttps://doi.org/10.1016/0898-5898(91)90002-zopenalex-snapshot
Living literacy: Rethinking development in adulthood
inferred← citeshttps://doi.org/10.1016/0959-4752(92)90024-gopenalex-snapshot
Improving reading through thinking aloud
inferred← citeshttps://doi.org/10.1016/0959-4752(93)90005-kopenalex-snapshot
Metacognitive processing of diagrams, maps and graphs
inferred← citeshttps://doi.org/10.1016/0959-4752(94)90023-xopenalex-snapshot
The evaluation of two computerised instruction programs for arithmetic word-problem solving by educable mentally retarded children
inferred← citeshttps://doi.org/10.1016/0959-4752(95)00009-ropenalex-snapshot
Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading
inferred← citeshttps://doi.org/10.1016/1041-6080(89)90014-9openalex-snapshot
Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels
inferred← citeshttps://doi.org/10.1016/1048-9843(91)90017-vopenalex-snapshot
Leaders as creators: Leader performance and problem solving in ill-defined domains
inferred← citeshttps://doi.org/10.1016/b978-0-08-032693-1.50025-3openalex-snapshot
Monitoring Task Behavior with a Touchscreen as a Means to Train Children with Learning Deficiencies to Solve Arithmetic Word Problems
inferred← citeshttps://doi.org/10.1016/b978-0-12-262302-8.50006-7openalex-snapshot
Metacognitive Processes: Reading and Writing Narrative Discourse
inferred← citeshttps://doi.org/10.1016/b978-0-12-268330-5.50018-4openalex-snapshot
Instructional Influences on Cognition and on the Brain
inferred← citeshttps://doi.org/10.1016/b978-0-12-352620-5.50009-6openalex-snapshot
The Role of Spatial Strategies in Processing and Remembering Text: A Cognitive–Information-Processing Analysis
inferred← citeshttps://doi.org/10.1016/b978-0-12-352620-5.50011-4openalex-snapshot
Networking: Application with Hearing-Impaired Students
inferred← citeshttps://doi.org/10.1016/b978-0-12-388409-1.00005-9openalex-snapshot
Self-Regulation among Students with LD and ADHD
inferred← citeshttps://doi.org/10.1016/b978-0-12-742460-6.50014-1openalex-snapshot
DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION
inferred← citeshttps://doi.org/10.1016/b978-0-12-742460-6.50015-3openalex-snapshot
Motivational Skills Training: Combining Metacognitive, Cognitive, and Affective Learning Strategies
inferred← citeshttps://doi.org/10.1016/b978-0-12-742460-6.50019-0openalex-snapshot
TEXT LEARNING STRATEGY INSTRUCTION: GUIDELINES FROM THEORY AND PRACTICE
inferred← citeshttps://doi.org/10.1016/b978-0-12-762530-0.50016-3openalex-snapshot
Reading Comprehension Failure in Children
inferred← citeshttps://doi.org/10.1016/b978-0-12-762530-0.50017-5openalex-snapshot
Writing Instruction
inferred← citeshttps://doi.org/10.1016/b978-012554257-9/50012-7openalex-snapshot
Promoting Internal and External Validity
inferred← citeshttps://doi.org/10.1016/b978-012762533-1/50008-1openalex-snapshot
Self-Regulation among Students with LD and ADHD
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2007.12.004openalex-snapshot
The comparative efficacy of two approaches to teaching sixth graders opinion essay writing
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2015.12.004openalex-snapshot
An investigation of SOAR study strategies for learning from multiple online resources
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102238openalex-snapshot
Summarizing versus rereading multiple documents
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.03.013openalex-snapshot
Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning
inferred← citeshttps://doi.org/10.1016/j.compedu.2014.04.010openalex-snapshot
Enhancing digital reading performance with a collaborative reading annotation system
inferred← citeshttps://doi.org/10.1016/j.concog.2011.11.005openalex-snapshot
Assessing metacognitive skills in waking and sleep: A psychometric analysis of the Metacognitive, Affective, Cognitive Experience (MACE) questionnaire
inferred← citeshttps://doi.org/10.1016/j.edurev.2008.02.003openalex-snapshot
How can primary school students learn self-regulated learning strategies most effectively?
inferred← citeshttps://doi.org/10.1016/j.evalprogplan.2025.102720openalex-snapshot
Evaluation of the gradual release of responsibility framework’s effectiveness on oral summarization skills in Turkish middle school classrooms: A mixed methods study
inferred← citeshttps://doi.org/10.1016/j.heliyon.2020.e04982openalex-snapshot
An application of activity theory to the “problem of e-books”
inferred← citeshttps://doi.org/10.1016/j.ijer.2007.10.008openalex-snapshot
Unraveling the culture of the mathematics classroom: A video-based study in sixth grade
inferred← citeshttps://doi.org/10.1016/j.ijer.2018.08.002openalex-snapshot
Protocol: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme
inferred← citeshttps://doi.org/10.1016/j.iree.2022.100244openalex-snapshot
Student performance under asynchronous and synchronous methods in distance education: A quasi-field experiment
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102294openalex-snapshot
Exploring young learners’ prompted and unprompted SRL think-alouds
inferred← citeshttps://doi.org/10.1016/j.stueduc.2014.05.003openalex-snapshot
Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning
inferred← citeshttps://doi.org/10.1016/s0005-7916(97)00023-2openalex-snapshot
Cognitive-behavioral remediation of problem solving deficits in children with acquired brain injury
inferred← citeshttps://doi.org/10.1016/s0022-5371(83)80002-4openalex-snapshot
Macrorules for summarizing texts: the development of expertise
inferred← citeshttps://doi.org/10.1016/s0074-7750(08)60232-3openalex-snapshot
Communication and Cues in the Functional Cognition of the Mentally Retarded
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)61168-1openalex-snapshot
Training for Transfer: Guidelines for Promoting Flexible Use of Trained Skills
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62681-3openalex-snapshot
That's Important But is it Interesting? Two Factors in Text Processing
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62703-xopenalex-snapshot
Metacognitive Regulation of Text Processing: Aspects and Problems Concerning the Relation Between Self-Statements and Actual Performance
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)62709-0openalex-snapshot
Pictures as Prose-Learning Devices
inferred← citeshttps://doi.org/10.1016/s0191-491x(00)00020-1openalex-snapshot
Opportunity to learn as a policy outcome measure
inferred← citeshttps://doi.org/10.1016/s0959-4752(01)00033-0openalex-snapshot
L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text
inferred← citeshttps://doi.org/10.1016/s0959-4752(97)00001-7openalex-snapshot
Cooperative learning and the appropriation of procedural knowledge by primary school children
inferred← citeshttps://doi.org/10.1017/s0140525x00030272openalex-snapshot
Mental models and tableau logic
inferred← citeshttps://doi.org/10.1017/s0140525x00030296openalex-snapshot
Toward a developmental theory of mental models
inferred← citeshttps://doi.org/10.1017/s0140525x00030302openalex-snapshot
Deduction as an example of thinking
inferred← citeshttps://doi.org/10.1017/s0140525x00030314openalex-snapshot
Everyday reasoning and logical inference
inferred← citeshttps://doi.org/10.1017/s0140525x00030326openalex-snapshot
Mental models cannot exclude mental logic and make little sense without it
inferred← citeshttps://doi.org/10.1017/s0140525x00030338openalex-snapshot
“Semantic procedure” is an oxymoron
inferred← citeshttps://doi.org/10.1017/s0140525x0003034xopenalex-snapshot
Mental models and nonmonotonic reasoning
inferred← citeshttps://doi.org/10.1017/s0140525x00030351openalex-snapshot
Some difficulties about deduction
inferred← citeshttps://doi.org/10.1017/s0140525x00030363openalex-snapshot
Tractability considerations in deduction
inferred← citeshttps://doi.org/10.1017/s0140525x00030375openalex-snapshot
Deduction by children and animals: Does it follow the Johnson-Laird & Byrne model?
inferred← citeshttps://doi.org/10.1017/s0140525x00030387openalex-snapshot
Mental-model theory and rationality
inferred← citeshttps://doi.org/10.1017/s0140525x00030399openalex-snapshot
On rules, models and understanding
inferred← citeshttps://doi.org/10.1017/s0140525x00030417openalex-snapshot
The argument for mental models is unsound
inferred← citeshttps://doi.org/10.1017/s0140525x00030429openalex-snapshot
Deductive reasoning: What are taken to be the premises and how are they interpreted?
inferred← citeshttps://doi.org/10.1017/s0140525x00030430openalex-snapshot
Mental models and informal logic
inferred← citeshttps://doi.org/10.1017/s0140525x00030454openalex-snapshot
A number of questions about a question of number
inferred← citeshttps://doi.org/10.1017/s0140525x00030466openalex-snapshot
Rule systems are not dead: Existential quantifiers are harder
inferred← citeshttps://doi.org/10.1017/s0140525x00030478openalex-snapshot
Mental models: Rationality, representation and process
inferred← citeshttps://doi.org/10.1017/s0140525x0003048xopenalex-snapshot
The logical content of theories of deduction
inferred← citeshttps://doi.org/10.1017/s0140525x00030491openalex-snapshot
Architecture and algorithms: Power sharing for mental models
inferred← citeshttps://doi.org/10.1017/s0140525x00030508openalex-snapshot
The content of mental models
inferred← citeshttps://doi.org/10.1017/s0140525x0003051xopenalex-snapshot
Gestalt theory, formal models and mathematical modeling
inferred← citeshttps://doi.org/10.1017/s0140525x00030521openalex-snapshot
Visualizing the possibilities
inferred← citeshttps://doi.org/10.1017/s0140525x00030533openalex-snapshot
Models for deontic deduction
inferred← citeshttps://doi.org/10.1017/s0140525x00030545openalex-snapshot
Situation theory and mental models
inferred← citeshttps://doi.org/10.1017/s0140525x00030557openalex-snapshot
Do mental models provide an adequate account of syllogistic reasoning performance?
inferred← citeshttps://doi.org/10.1017/s0140525x00030569openalex-snapshot
Mental models and the tractability of everyday reasoning
inferred← citeshttps://doi.org/10.1017/s0140525x00030570openalex-snapshot
Deduction and degrees of belief
inferred← citeshttps://doi.org/10.1017/s0140525x00030582openalex-snapshot
Mental models, more or less
inferred← citeshttps://doi.org/10.1017/s0140525x00030594openalex-snapshot
There is no need for (even fully fleshed out) mental models to map onto formal logic
inferred← citeshttps://doi.org/10.1017/s0140525x00030600openalex-snapshot
Unjustified presuppositions of competence
inferred← citeshttps://doi.org/10.1017/s0140525x00030612openalex-snapshot
Nonsentential representation and nonformality
inferred← citeshttps://doi.org/10.1017/s0140525x00030624openalex-snapshot
Models, rules and expertise
inferred← citeshttps://doi.org/10.1017/s0140525x00030636openalex-snapshot
Scientific thinking and mental models
inferred← citeshttps://doi.org/10.1017/s0140525x00030648openalex-snapshot
More models just means more difficulty
inferred← citeshttps://doi.org/10.1017/s0140525x0003065xopenalex-snapshot
Mental models or formal rules?
inferred← citeshttps://doi.org/10.1017/s0310582200007537openalex-snapshot
Effective Teaching Strategies in Isolated Aboriginal Communities: Some Issues to Consider
inferred← citeshttps://doi.org/10.1021/acs.jchemed.6b00194openalex-snapshot
Promoting Representational Competence with Molecular Models in Organic Chemistry
inferred← citeshttps://doi.org/10.1023/a:1014674621501openalex-snapshot
Does Reading Moral Stories Build Character?
inferred← citeshttps://doi.org/10.1023/b:esll.0000033847.00732.afopenalex-snapshot
Writing from Sources: The Effect of Explicit Instruction on College Students' Processes and Products
inferred← citeshttps://doi.org/10.1026//0049-8637.32.3.153openalex-snapshot
Das Huckepack-Theorem asymmetrischen Strategietransfers
inferred← citeshttps://doi.org/10.1037//0003-066x.41.10.1059openalex-snapshot
Psychological theory and the study of learning disabilities.
inferred← citeshttps://doi.org/10.1037//0003-066x.41.10.1078openalex-snapshot
Teaching thinking and problem solving: Research foundations.
inferred← citeshttps://doi.org/10.1037//0022-0663.74.6.860openalex-snapshot
Comparative effects of adjunct postquestions and instructions on learning from text.
inferred← citeshttps://doi.org/10.1037//0022-0663.78.3.201openalex-snapshot
Strategy training and attributional feedback with learning disabled students.
inferred← citeshttps://doi.org/10.1037//0022-0663.78.4.294openalex-snapshot
Effect of generic advance instructions on learning a classification task.
inferred← citeshttps://doi.org/10.1037//0022-0663.80.1.21openalex-snapshot
Effects of strategy training on the identification of the main idea of expository passages.
inferred← citeshttps://doi.org/10.1037//0022-0663.80.2.184openalex-snapshot
Problem-solving strategies in learning disabled and normal boys: Developmental and instructional effects.
inferred← citeshttps://doi.org/10.1037//0022-0663.82.4.849openalex-snapshot
Metamemory and attributions as mediators of strategy use and recall.
inferred← citeshttps://doi.org/10.1037//0022-0663.83.1.8openalex-snapshot
The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification.
inferred← citeshttps://doi.org/10.1037//0022-0663.84.1.6openalex-snapshot
Educational psychology's first century.
inferred← citeshttps://doi.org/10.1037//0022-0663.84.3.340openalex-snapshot
Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities.
inferred← citeshttps://doi.org/10.1037//0022-0663.92.3.426openalex-snapshot
The use and effectiveness of analogical instruction in diverse secondary content classrooms.
inferred← citeshttps://doi.org/10.1037/0022-0663.76.1.108openalex-snapshot
The effects of encoding variability, processing activity, and rule-examples sequence on the transfer of conceptual rules.
inferred← citeshttps://doi.org/10.1037/0022-0663.81.3.353openalex-snapshot
Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.
inferred← citeshttps://doi.org/10.1037/0022-0663.85.3.406openalex-snapshot
Epistemological development and academic performance among secondary students.
inferred← citeshttps://doi.org/10.1037/0022-0663.90.4.682openalex-snapshot
The strategic content learning approach to promoting self-regulated learning: A report of three studies.
inferred← citeshttps://doi.org/10.1037/0096-3445.111.4.399openalex-snapshot
Differences in the precision of self-generated elaborations.
inferred← citeshttps://doi.org/10.1037/0096-3445.111.4.414openalex-snapshot
Learning from explicit versus implicit texts.
inferred← citeshttps://doi.org/10.1037/0278-7393.7.3.170openalex-snapshot
Multiple code activation in word recognition: Evidence from rhyme monitoring.
inferred← citeshttps://doi.org/10.1037/13275-012openalex-snapshot
Learning social studies: An evidence-based approach.
showing the first 200 of 638 · page through all 638
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.