Beyond the Information Given
By Michael R. Waldmann, York Hagmayer, A. Blaisdell. 2006
171 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, History and Philosophy of Science
View Paper: https://www.semanticscholar.org/paper/64705c5e07de87cff89a6347e16581890a5bc7d2
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In Artificial Intelligence
In Developmental and Educational Psychology
In History and Philosophy of Science
Citations in the corpus
- Evaluating Geography Textbook Questions from a Spatial Perspective: Using Concepts of Space, Tools of Representation, and Cognitive Processes to Evaluate Spatiality (2009, background): “Spatial thinking is a cognitive skill necessitating complex reasoning, and the core of reasoning is “going beyond” (Bruner 1973, 219) the given information through high level cognitive processes.”
- The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (2007, methodology): “Concept attainment is a strategy based on the work of Bruner (1973). It was popularized by Joyce and Weil (1986). Although there are many techniques referred to as concept attainment (see Silver, Strong, & Perini, in press), Joyce and Weil describe its critical attributes as follows: “This model is ”
- The Protestant Work Ethic: A Lay Theory with Dual Intergroup Implications (2006, background): “The proposition that the same construct can be construed differently across people or contexts has precedence in other lines of social psychological research (e.g. Bruner, 1957; Ross & Nisbett, 1991).”
- Individual differences in arithmetic (2012, background): “Bruner (1973) argued that children move from enactive (action-based) to iconic (imagerybased) to symbolic reasoning.”
- Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, unknown): “Instructional approaches that do not simply provide students with answers, but allow and enable students to actively participate in discovering the answers for themselves are associated with the largest benefits to child learning (Bruner, 1991; Olson, 1964).”