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• Retrieval inhibition
  * Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal L * Anderson, J. R., & Reder, L. M. (1999). The fan effect: New results and new theories
  1 KB (133 words) - 20:11, 12 December 2007
• Ringenberg Ill-Defined Physics
  *[Heller et al., 1992] Heller, P., Keith, R., and Anderson, S. (1992). Teaching problem solving through cooperative grouping. part 1:
  14 KB (2,069 words) - 19:16, 15 May 2009
• Roll IPL
  ...ctice is known to be very efficient for teaching novices (e.g., Koedinger, Anderson, Hadley & Mark, 1997); yet, students often acquire shallow procedural skill
  19 KB (2,798 words) - 11:45, 23 May 2009
• Rummel Scripted Collaborative Problem Solving
  ...athematical [[conceptual knowledge|concepts]] is not necessarily achieved (Anderson, Corbett, Koedinger, & Pelletier, 1995). Second, students do not always mak * Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive
  38 KB (5,243 words) - 00:12, 16 December 2010
• Social and Communicative Factors in Learning
  * Anderson, R. C., Chinn, C., Waggoner, M., Nquyen, K. (1998). Intellectually stimulat * Anderson. R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the Logica
  26 KB (3,417 words) - 13:39, 4 April 2013
• Spaced practice
  * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
  744 bytes (94 words) - 21:48, 2 December 2007
• Temporal spacing
  * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
  864 bytes (112 words) - 21:48, 2 December 2007
• Transfer
  * Singley, K., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard Univ
  2 KB (251 words) - 14:01, 9 May 2007
• Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  ...f key diagram features that cue relevant conceptual knowledge (Koedinger & Anderson, 1990), supporting deep student understanding in geometry may require that *Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of experti
  18 KB (2,366 words) - 18:03, 12 May 2008
• Using learning curves to optimize problem assignment
  [1] J. R. Anderson, J. M. Fincham and S. A. Douglass, Practice and retention: A unifying analy [8] A. T. Corbett and J. R. Anderson, Knowledge tracing: Modeling the acquisition of procedural knowledge, User
  13 KB (1,965 words) - 21:20, 10 July 2009
• Visual-Verbal Learning (Aleven & Butcher Project)
  *Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of experti *Lovett, M. C., & Anderson, J. R. (1994). Effects of solving related proofs on memory and transfer in
  18 KB (2,364 words) - 20:28, 16 February 2007
• Visual-verbal integration
  ...leads to better learning than presenting them at different times (Mayer & Anderson, 1992; Mayer, Moreno, Boire, & Vagge, 1999). Research also has identified t Mayer, R. E. & Anderson, R. B. (1992). The instructive animation: Helping students build connection
  12 KB (1,559 words) - 01:54, 23 April 2009
• Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
  ...se visual configurations help successfully model expert proof (Koedinger & Anderson, 1990). In mathematics, experts are more likely than novices to generate di ...al similarities at the expense of conceptual problem differences (Lovett & Anderson, 1994). Even when visualizations depict helpful (rather than misleading) in
  12 KB (1,545 words) - 00:39, 9 May 2009
• Walker A Peer Tutoring Addition
  ...athematical [[conceptual knowledge|concepts]] is not necessarily achieved (Anderson, Corbett, Koedinger, & Pelletier, 1995). Second, students do not always mak * Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive
  26 KB (3,674 words) - 00:14, 16 December 2010
• Wide spacing interval
  * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
  801 bytes (103 words) - 21:49, 2 December 2007
• Worked example principle
  ...edge compilation", which is further elaborated in Anderson's ACT-R theory (Anderson, Fincham, & Douglass, 1997). Combining example study and problem solving t * Anderson, J. R., Fincham, J. M., & Douglass, S. (1997). The role of examples and rul
  19 KB (2,786 words) - 15:52, 12 July 2017

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