Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains

By R. Spiro, Paul J. Feltovich, M. Jacobson, R. L. Coulson. 2012

690 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0d37bee40117f53104a1522eb301f4b285db3c18

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Measuring strategic processing when students read multiple texts (2011, background): “…of research on individuals trying to comprehend single texts, more systematic efforts to research how people try to understand a topic or issue by reading and making connections across multiple, diverse sources of information only dates back to the early 1990s (Spiro et al. 1991; Wineburg 1991).”
The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices (2011, background): “This theory describes knowledge acquisition as a mental activity involving internal coding and structuring by the learner (Derry 1996; Spiro et al. 1992) and suggests that learning happens best under conditions that are aligned with human cognitive architecture (Sobel 2001).”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, background): “In particular, the cognitive flexibility theory of Spiro and associates (e.g., Spiro et al. 1991, 1994 ) suggests that exploring contrasting perspectives located in multiple sources will be more beneficial at relatively advanced than at introductory levels of domain knowledge.”
Cognitive Perspectives in Psychology (2013, background): “Spiro et al. (1992) claim that learning by allowing students to construct knowledge for themselves only works for " advanced knowledge, " which assumes the basics have already been mastered.”
The Metacognitive Demands and Opportunities of Generative AI (2023, methodology): “Post-task debrief [168] Interviews about users’ different strategies used and adaptability during the task.”
Adaptive Skill as the Conditio Sine Qua Non of Expertise (2018, background): “When knowledge structures are acquired flexibly, knowledge assemblies can be built “to fit the diverse future cases of knowledge application in that domain” (Spiro et al., 1995, p. 67).”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “It is argued that active knowledge construction in authentic contexts contributes to higher-order thinking, which in turn results in high-quality knowledge acquisition (Spiro et al. 1991; Collins, Brown, and Newman 1989; Brown, Collins, and Duguid 1989).”