Implications of the ACT-R Learning Theory: No Magic Bullets

By John R. Anderson, Christian D. Schunn. 2000

197 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/24db86089b757b523ca89f93869cf4d218003cec

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Citations in the corpus

How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis (2018, methodology): “We consider that the trainings analyzed in this study tap into what is denominated as declarative knowledge, factual information about emotions, and emotional abilities, not the actual skills to use this information (Anderson & Schunn, 2000).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “The theory claims that CF at propitious moments is necessary to avoid entrenching wrong knowledge structures (Anderson & Schunn, 2000 ); therefore, prompts, which provide learners with opportunities to engage in “controlled practice in the context of communicative interaction” (Lyster & Izquierdo,…”
On the benefits and pitfalls of analogies for innovative design : Ideation performance based on analogical distance, commonness, and modality of examples (2011, background): “Many researchers have argued that this ability to “chunk” underlies expertise and skill acquisition [27,30,31].”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “Anderson and Schunn (2000) summarized a large body of studies showing that memorization and repeated use strengthen an initially fragile hold on new skills and knowledge, and can optimize performance of those skills.”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “Anderson and Schunn (2000) suggested, ‘‘there is a real value for an effort that takes a target domain, analyzes it into its underlying KCs, … communicates these components, and monitors their learning.’’”