What Counts? The Predictive Powers of Subject-Matter Knowledge, Strategic Processing, and Interest in Domain-Specific Performance

By P. Murphy, Patricia A. Alexander. 2002

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8b3d5eff6144e13ba30945b67d0cd959d1e9479f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Roger Azevedo
2. Jeffrey Alan Greene
3. Kathryn S. McCarthy
4. Danielle S. McNamara
5. Patricia A. Alexander
6. The Disciplined Reading and Learning Research Labo
7. Mary Beth Leibham
8. Kui Xie

In Experimental and Cognitive Psychology

1. Roger Azevedo
2. Patricia A. Alexander
3. Jeffrey Alan Greene
4. Kathryn S. McCarthy
5. Mary Beth Leibham
6. Danielle S. McNamara
7. Kui Xie
8. Joyce M. Alexander

Citations in the corpus

• The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “…I investigated the MDL and its predicted relations between knowledge, interest, and strategies for those moving toward expertise (e.g., Alexander, Jetton, & Kulikowich, 1995; Alexander, Murphy, Woods, Duhon, & Parker, 1997; Alexander, Sperl, Buehl, Fives, & Chiu, 2002; Murphy & Alexander, 2002).”
• Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Researchers have also tended to focus on how “current” interests affect academic learning and motivation (e.g., Murphy & Alexander, 2002).”
• The Path to Competence: A Lifespan Developmental Perspective on Reading (2005, background): “Based on the past decade of expertise research (e.g., Alexander & Murphy, 1998a; Murphy & Alexander, 2002), we can describe six reader profiles: highly competent readers, seriously challenged readers, effortful processors, knowledge-reliant readers, nonstrategic processors, and resistant readers.”
• A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, methodology): “Given concerns about nomenclature in motivation research (Murphy & Alexander, 2002), we have attempted to be as comprehensive as possible in reviewing the literature without retracing our steps over similar ground.”
• Reading Into the Future: Competence for the 21st Century (2012, background): “Washington, DC: Pew Internet and American Life Project. Retrieved from http://pewinternet.org/StaticPages/Trend-Data/Online-Activities-Daily.aspx Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in t”
• The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “…and Hadwin's work, researchers have identified the significant impact of these key constructs – prior domain knowledge, self-efficacy, and the use of learning strategies on students' selfregulated learning (e.g. Diseth, 2011; Murphy & Alexander, 2002; Pintrich, Smith, García, &McKeachie, 1993).”
• The Multidimensional Knowledge in Text Comprehension framework (2021, background): “For example, Murphy and Alexander (2002) demonstrated that a semester of instruction in a domain (educational psychology) increased specific subject matter knowledge.”