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  • ...n, J.R. (1989). The analogical origins of errors in problem solving. In D. Klahr & K. Kotovsky (Eds). Complex information processing: The impact of Herbert
    13 KB (1,763 words) - 20:16, 15 December 2010
  • ...and show differences along the “physical-virtual” dimension (Triona & Klahr, 2007). We build on this by constructing of a semi-autonomous tutor, then d *[[Klahr - TED]]
    12 KB (1,841 words) - 13:37, 29 August 2011
  • Haverty, L. A., Koedinger, K. R., Klahr, D., & Alibali, M. W. (2000). Solving induction problems in mathematics: N
    2 KB (288 words) - 20:41, 27 May 2007
  • *Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. C *Koedinger, K. R., Klahr, D., Perfetti, C., & VanLehn, K. (2004). Pittsburgh science of learning ce
    32 KB (4,436 words) - 15:06, 17 January 2008
  • ...in Science Learning|Visual Representations in Science Learning (Davenport, Klahr, & Koedinger)]], in which researchers are exploring whether coordination be
    18 KB (2,358 words) - 15:27, 31 August 2011
  • ...Science Learning | Visual Representations in Science Learning (Davenport, Klahr & Koedinger)]] * multiple strategies (e.g., HL: Klahr & Siegler, 1978; ML: Michalski & Tecucci 1997; Saitta, Botta, & Neri, 1993)
    14 KB (1,830 words) - 15:35, 31 August 2011
  • ...ent, then the method in which the material is presented should not matter (Klahr & Nigam, 2004). <br> * Klahr, D. & Nigam, M. (2004). The equivalence of learning paths in early science
    13 KB (1,737 words) - 16:35, 7 October 2008
  • ...provide the same content they should all produce learning of the material (Klahr & Nigam, 2004). * Klahr, D. & Nigam, M. (2004). The equivalence of learning paths in early science
    11 KB (1,476 words) - 17:19, 15 November 2010
  • **Read Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). [[Media:InstructionalComplexity2013.pdf‎|Instructional comple ...nd transfer. Cognitive Psychology, 20, 362-404. [[Media:Klahr&carver88.pdf|Klahr&carver88.pdf]]
    35 KB (5,226 words) - 14:21, 24 October 2016
  • **Read Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). [[Media:InstructionalComplexity2013.pdf‎|Instructional comple ...nd transfer. Cognitive Psychology, 20, 362-404. [[Media:Klahr&carver88.pdf|Klahr&carver88.pdf]]
    27 KB (4,033 words) - 15:47, 23 April 2017
  • * Klahr, D., Perfetti, C. & Koedinger, K. R. (2009). Before Clinical Trials: How t
    10 KB (1,403 words) - 12:43, 8 September 2011
  • ...a diagram help? ([[Visual Representations in Science Learning |Davenport, Klahr & Koedinger]])
    7 KB (934 words) - 12:44, 8 September 2011
  • ...ning]] measures. This allows testing of the path independence hypothesis (Klahr & Nigam; Nokes & Ohlsson), which is that when students reach a certain leve
    22 KB (3,221 words) - 02:32, 8 October 2008
  • *Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. C *Koedinger, K. R., Klahr, D., Perfetti, C., & VanLehn, K. (2004). Pittsburgh science of learning ce
    33 KB (4,408 words) - 08:34, 21 October 2008
  • ...use of the first person. I hope it still serves a useful purposed. David Klahr) ...ts (rather than 2 cannonical types of learning events) which correspond to Klahr's instructional and assessment events, either of which may cause a learning
    15 KB (2,418 words) - 00:03, 11 May 2007
  • ...iterative process is very similar to the debugging process as described by Klahr and Carver (1988; Figure 2). Unlike other inquiry-based manipulations (cf.
    54 KB (7,944 words) - 15:25, 2 June 2009
  • | Klahr, David || Carnegie Mellon University || Psychology | David Klahr || Carnegie Mellon || Psychology
    10 KB (1,204 words) - 19:07, 9 September 2014
  • Chen, Z. & Klahr, D. (2008). Remote Transfer of Scientific Reasoning and Problem-Solving Str Dunbar, K. & Klahr, D. (2012). Scientific thinking and reasoning. In K. Holyoak & R.G. Morri
    338 KB (45,437 words) - 20:03, 6 February 2017
  • Other Contributers: David Klahr ...iterative process is very similar to the debugging process as described by Klahr and Carver (1988; Figure 2). Unlike other inquiry-based manipulations (cf.
    19 KB (2,798 words) - 11:45, 23 May 2009
  • ...in Science Learning|Visual Representations in Science Learning (Davenport, Klahr, & Koedinger)]]. In a series of ongoing studies, Davenport et al. are expl
    17 KB (2,384 words) - 16:35, 26 July 2007

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