Cognition and instruction

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  Año 1995, Vol. 13, Número 2

  • Pragmatics and Pedagogy: Conversational Rules and Politeness Strategies May Inhibit Effective Tutoring

    Rolf A. Zwaan, Natalie K. Pearson, Roger J. Kreuz, Arthur C. Graesser

    págs. 161-188

    

  • The Role of the Number-After Rule in the Invention of Computational Shortcuts

    Arthur J. Baroody

    págs. 189-219

    

  • Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

    Katerine Bielaczyc, Peter L. Pirolli, Ann L. Brown

    págs. 221-252

    

  • Relational and Representational Aspects of Early Number Development

    Heidi Harley, Catherine Sophian, Constance S. Manos Martin

    págs. 253-268

    

  • The Microevolution of Mathematical Representations in Children's Activity

    Luciano Meira

    págs. 269-313