References page 415
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need
to know. Contemporary Educational Psychology, 21, 43-69.
Slavin, R. E., Leavey, M., & Madden, N. A. (1984). Combining cooperative learning and individualized
instruction: Effects of student mathematics achievement, attitudes, and behaviors. Elementary
School Journal, 84, 409-422.
Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students' epistemologies
of science: The impact of school science experiences on epistemological development.
Cognition and Instruction, 18, 349-422.
Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1993/1994). Misconceptions reconceived: A
constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3, 115-
163.
Smith, K., Johnson, D. W., & Johnson, R. T. (1981). Can conflict be constructive? Controversy versus
concurrence seeking in learning groups. Journal of Educational Psychology, 73, 651-663.
Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children's
prosocial behavior in the classroom. American Educational Research Journal, 25, 527-554.
Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing
strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57-71.
Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs,
74 , (Whole Number 498).
Spiro, R. J., Vispoel, W. P., Schmitz, J. G., Samarapungavan, A., & Boerger, A. E. (1987). Knowledge
acquisition for application: Cognitive flexibility and transfer in complex content domains. In B. C.
Britton (Ed.), Executive control processes (pp. 177-199). Hillsdale, NJ: Erlbaum.
Stafylidou, S., & Vosniadou, S. (2004). The development of students’ understanding of the numerical
value of fractions. Learning and Instruction, 14, 503-518.
Stasser, G., & Titus, W. (1987). Effects of information load and percentage of shared information on the
dissemination of unshared information during group discussion. Journal of Personality and Social
Psychology, 53, 81-93.
Steffe, L. P. (1992). Learning stages in the construction of the number sequence. In J. Bideaud, C.
Meljac & J. Fischer (Eds.), Pathways to number: Children's development numerical abilities (pp.
83-98). Hillsdale: Erlbaum.
Strayer, D. L., & Kramer, A. F. (1990). An analysis of memory-based theories of automaticity. Journal of
Experimental Psychology: Learning, Memory, and Cognition, 16, 291-304.
Suthers, D. D., & Hundhausen, C., D. (2003). An experimental study of the effects of representational
guidance on collaborative learning processes. Journal of the Learning Sciences, 12, 183–218.
Swanson, H. L., Cooney, J. B., & McNamara, J. K. (2004). Learning disabilities and memory. In B. Y. L.
Wong (Ed.), Learning about learning disabilities (3rd ed., pp. 41-92). San Diego: Elsevier
Academic Press.
Tabak, I., & Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry,
and identity work in scaffolding. Cognition and Instruction, 22, 393-429.
Taber, K. S. (2000). Multiple frameworks?: Evidence of manifold conceptions in individual cognitive
structure. International Journal of Science Education, 22, 399-417.
Taylor, J., & Cox, B. D. (1997). Microgenetic analysis of group-based solution of complex two-step
mathematical word problems by fourth graders. The Journal of the Learning Sciences, 6, 183-
226.
Taylor, L. M., Casto, D. J., & Walls, R. T. (2004). Tools, time and strategies for integrating technology
across the curriculum. Journal of Constructivist Psychology, 17, 121-136.
Toth, E. E., Suthers, D. D., & Lesgold, A. M. (2002). "Mapping to Know": The effects of representational
guidance and reflective assessment on scientific inquiry. Science Education, 86, 264-286.
Tronsky, L. N. (2005). Strategy use, the development of automaticity, and working memory involvement
in complex multiplication. Memory & Cognition, 33, 927-940.
Vamvakoussi, X., & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A
conceptual change approach. Learning and Instruction, 14, 453-467.
van den Bos, K. P., Nakken, H., Nicolay, P. G., & van Houten, E. J. (2007). Adults with mild intellectual
disabilities: Can their reading comprehension ability be improved? Journal of Intellectual
Disability Research, 51, 835-849.
van Fraassen, B. C. (1980). The scientific image. Oxford, England: Oxford University Press.