A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification

By Daniel L. Dinsmore, Patricia A. Alexander. 2012

192 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d899fcfbff732979bb3f429bcce0ab0e1122b413

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “While deep learning and surface learning have been extensively examined (Dinsmore & Alexander, 2012), little research has been carried out on the nature of cognitive disengagement.”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “Consequently, it might be enough to process this information on a surface level (Dinsmore and Alexander 2012).”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “More recently, Dinsmore and Alexander (2012) published a review of over 200 studies that included the deep versus shallow distinction.”
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, methodology): “…has attracted attention from educators and researchers, because deep-processing facilitates information to be stored in long-term memory so it could be used and applied in meaningful or useful ways (Craik & Lockhart, 1972; Dinsmore & Alexander, 2012; Evans & Vermunt, 2013; Pintrich, 2004).”
Deep and surface learning in problem-based learning: a review of the literature (2015, methodology): “Nevertheless we should also take into account that in some situations a surface approach or perhaps better a combination of a deep and surface approach should best be used to learn effectively (Dinsmore and Alexander 2012).”