The Effects of Self-Explanation Training on Students' Problem Solving in High-School Mathematics.

By Regina M. F. Wong, M. Lawson, J. Keeves. 2002

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The assessment cycle: a model for learning through peer assessment (2016, background): “Explanation supports self-assessment by making gaps in one’s knowledge more evident (Chi et al. 1994; Lombrozo 2006; Wong, Lawson, and Keeves 2002).”
Promoting transfer: effects of self-explanation and direct instruction. (2006, background): “The transfer contexts in these studies have been highly similar to the intervention context, and only one study, by Wong et al. (2002), assessed learning after a delay (1 day to 1 week).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “…such as reading a text passage or studying a worked-out example (Bielaczyc, Pirolli, & Brown, 1995; Chi et al., 1994; Ferguson-Hessler & de Jong, 1990; Hausmann & Chi, 2002; McEldoon, Durkin, & Rittle-Johnson, 2013; Renkl, Stark, Gruber, & Mandl, 1998; Siegler, 1995; Wong, Lawson, & Keeves, 2002).”
Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “Specifically, we excluded talk aloud studies in which: & The experimenter reminded participants to keep talking (McNamara 2004; Wong et al. 2002).”