Richard Catrambone
Richard Catrambone
School of Psychology, Georgia Institute of Technology
E-mail megerősítve itt: psych.gatech.edu - Kezdőlap
Hivatkozott rá
Hivatkozott rá
Overcoming contextual limitations on problem-solving transfer.
R Catrambone, KJ Holyoak
Journal of Experimental Psychology: Learning, Memory, and Cognition 15 (6), 1147, 1989
A psychological perspective on augmented reality in the mathematics classroom
KR Bujak, I Radu, R Catrambone, B MacIntyre, R Zheng, G Golubski
Computers & Education 68, 536-544, 2013
Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
P Gerjets, K Scheiter, R Catrambone
Instructional Science 32, 33-58, 2004
An evaluation of space-filling information visualizations for depicting hierarchical structures
J Stasko, R Catrambone, M Guzdial, K McDonald
International journal of human-computer studies 53 (5), 663-694, 2000
The subgoal learning model: Creating better examples so that students can solve novel problems.
R Catrambone
Journal of experimental psychology: General 127 (4), 355, 1998
Evaluating animations as student aids in learning computer algorithms
MD Byrne, R Catrambone, JT Stasko
Computers & education 33 (4), 253-278, 1999
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
P Gerjets, K Scheiter, R Catrambone
Learning and Instruction 16 (2), 104-121, 2006
Generalizing solution procedures learned from examples.
R Catrambone
Journal of Experimental Psychology: Learning, Memory, and Cognition 22 (4), 1020, 1996
Procedural instructions, principles, and examples: How to structure instructions for procedural tasks to enhance performance, learning, and transfer
E Eiriksdottir, R Catrambone
Human factors 53 (6), 749-770, 2011
Aiding subgoal learning: Effects on transfer.
R Catrambone
Journal of educational psychology 87 (1), 5, 1995
Improving examples to improve transfer to novel problems
R Catrambone
Memory & cognition 22 (5), 606-615, 1994
Learning subgoals and methods for solving probability problems
R Catrambone, KJ Holyoak
Memory & Cognition 18 (6), 593-603, 1990
Health Mashups: Presenting statistical patterns between wellbeing data and context in natural language to promote behavior change
F Bentley, K Tollmar, P Stephenson, L Levy, B Jones, S Robertson, ...
ACM Transactions on Computer-Human Interaction (TOCHI) 20 (5), 1-27, 2013
Establishing tradeoffs that leverage attention for utility: empirically evaluating information display in notification systems
DS McCrickard, R Catrambone, CM Chewar, JT Stasko
International Journal of Human-Computer Studies 58 (5), 547-582, 2003
Subgoal-labeled instructional material improves performance and transfer in learning to develop mobile applications
LE Margulieux, M Guzdial, R Catrambone
Proceedings of the ninth annual international conference on International …, 2012
Social facilitation effects of virtual humans
S Park, R Catrambone
Human factors 49 (6), 1054-1060, 2007
The role of self-schemas in going beyond the information given
R Catrambone, H Markus
Social Cognition 5 (4), 349-368, 1987
A taxonomy to define courses that mix face-to-face and online learning
LE Margulieux, WM McCracken, R Catrambone
Educational Research Review 19, 104-118, 2016
Making the abstract concrete: Visualizing mathematical solution procedures
K Scheiter, P Gerjets, R Catrambone
Computers in human behavior 22 (1), 9-25, 2006
Do algorithm animations aid learning?
MDBRC John, T Stasko
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