Rather than post all articles individually, here are a batch of linked articles on resubsumption and conceptual change, published in the Educational Psychologist.
Educational Psychologist, Volume 44 Issue 1 2009
Resubsumption: A Possible Mechanism for Conceptual Change and Belief Revision
Stellan Ohlsson
Rethinking the Role of Resubsumption in Conceptual Change
Andrew Shtulman
Conceptual Change—Multiple Routes, Multiple Mechanisms: A Commentary on Ohlsson (2009)
Clark A. Chinn; Ala Samarapungavan
Contrasting Ohlsson's Resubsumption Theory With Chi's Categorical Shift Theory
Michelene T. H. Chi; Sarah K. Brem
Meaning Change, Multiple Routes, and the Role of Differentiation in Conceptual Change: Alternatives to Resubsumption?
Stellan Ohlsson
Showing posts with label Educational Psychology. Show all posts
Showing posts with label Educational Psychology. Show all posts
2008-09-12
Fuchs Fuchs Stuebing Fletcher Hamlett Lambert - J Educational Psychology 2008
Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?
Journal of Educational Psychology. 2008 Feb Vol 100(1) 30-47
Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren
The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in attentive behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Journal of Educational Psychology. 2008 Feb Vol 100(1) 30-47
Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren
The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in attentive behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
DeLeeuw Mayer - J Educational Psychology 2008
A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load
Journal of Educational Psychology. 2008 Feb Vol 100(1) 223-234
DeLeeuw, Krista E.; Mayer, Richard E.
Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors. At 8 points during learning, their cognitive load was measured via self-report scales (mental effort ratings) and response time to a secondary visual monitoring task, and they completed a difficulty rating scale at the end of the lesson. Correlations among the three measures were generally low. Analyses of variance indicated that the response time measure was most sensitive to manipulations of extraneous processing (created by adding redundant text), effort ratings were most sensitive to manipulations of intrinsic processing (created by sentence complexity), and difficulty ratings were most sensitive to indications of germane processing (reflected by transfer test performance). Results are consistent with a triarchic theory of cognitive load in which different aspects of cognitive load may be tapped by different measures of cognitive load. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Journal of Educational Psychology. 2008 Feb Vol 100(1) 223-234
DeLeeuw, Krista E.; Mayer, Richard E.
Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors. At 8 points during learning, their cognitive load was measured via self-report scales (mental effort ratings) and response time to a secondary visual monitoring task, and they completed a difficulty rating scale at the end of the lesson. Correlations among the three measures were generally low. Analyses of variance indicated that the response time measure was most sensitive to manipulations of extraneous processing (created by adding redundant text), effort ratings were most sensitive to manipulations of intrinsic processing (created by sentence complexity), and difficulty ratings were most sensitive to indications of germane processing (reflected by transfer test performance). Results are consistent with a triarchic theory of cognitive load in which different aspects of cognitive load may be tapped by different measures of cognitive load. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Mason Gava Boldrin - J Educational Psychology 2008
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
Journal of Educational Psychology. 2008 May Vol 100(2) 291-309
Mason, Lucia; Gava, Monica; Boldrin, Angela
The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional text. Within each reading condition, students had more or less advanced beliefs about scientific knowledge (complex and evolving vs. simple and certain), as well as high or low topic interest. Overall findings from pretest to immediate and delayed posttests showed that knowledge revision was affected by several interactions among the variables examined. Students who attained the highest scores at both the immediate and delayed posttests were those who had read the refutational text and had high topic interest, as well as more advanced beliefs about scientific knowledge. In particular, the refutational text was more powerful in prompting a restructuring of alternative conceptions about 2 of the 3 light phenomena examined. In addition, students preferred the innovative text to the traditional textbook text.
Journal of Educational Psychology. 2008 May Vol 100(2) 291-309
Mason, Lucia; Gava, Monica; Boldrin, Angela
The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional text. Within each reading condition, students had more or less advanced beliefs about scientific knowledge (complex and evolving vs. simple and certain), as well as high or low topic interest. Overall findings from pretest to immediate and delayed posttests showed that knowledge revision was affected by several interactions among the variables examined. Students who attained the highest scores at both the immediate and delayed posttests were those who had read the refutational text and had high topic interest, as well as more advanced beliefs about scientific knowledge. In particular, the refutational text was more powerful in prompting a restructuring of alternative conceptions about 2 of the 3 light phenomena examined. In addition, students preferred the innovative text to the traditional textbook text.
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