Seeing Deep Structure From the Interactions of Surface Features

By Michelene T. H. Chi, Kurt VanLehn. 2012

224 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Mechanical Engineering

View Paper: https://www.semanticscholar.org/paper/b45637cd1a45342b9980662715e3a9e02d3ea8d8

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In Education

In Experimental and Cognitive Psychology

In Mechanical Engineering

Citations in the corpus

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014, background): “9 Chinn et al. (2011) contended that this is also the case with scientific knowledge.”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “Possibly, sentence-combining skills were not sufficiently acquired to be generalized to a different task (Chi & VanLehn, 2012).”
Learning Through Case Comparisons: A Meta-Analytic Review (2013, unknown): “…representations would be more likely to support far transfer than more specific knowledge, which might not be recalled because it is not seen as similar to the new situation (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi & VanLehn, 2012; Fong, Krantz, & Nisbett, 1986; Fong & Nisbett, 1991).”
Teaching the Conceptual Structure of Mathematics (2012, background): “…goal-relevant relations in the source analog, introducing multiple source representations, and using explicit verbal and gestural cues to draw attention to relational commonalities and differences (see also Schwartz, Chase, & Bransford, 2012/this issue; and Chi & VanLehn, 2012/this issue).”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “…analogical reasoning more generally, and mathematical reasoning specifically, indicate that early in mathematical development students often focus on superficial, surface features of problems rather than the deep, structural relations between problems (Chi and VanLehn 2012; Richland et al. 2012).”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “Subsequent research has provided additional evidence for the importance of forming such generalizations (eg, see Chi & VanLehn, this issue/ 2012 ; Gentner, Loewenstein, & Thompson, 2003 ; Reeves & Weisberg, 1994 ; Rittle-Johnson & Star, 2007 ), with recent research showing how instructional inter”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “…specific proposals for training flexibility in thought are presented in the articles that follow: focusing on interactions between surface features (Chi & VanLehn, 2012/this issue), invention-based training (Schwartz et al., 2012/this issue), comparison-based training (Richland et al., 2012/this…”
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, background): “According to Chi and VanLehn (2012), focusing on the essential structure of the source problem will result in deep initial learning, which is a key to transfer.”
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “The same can be said for teaching/learning that fosters seeing deeper structures (Chi & VanLehn, 2012/this issue).”