Alexander, P. A., White, C. S., Haensly, P. A., & Crimmins-Jeanes, M. (1987). Training in ana-
logical reasoning.American Educational Research Journal, 24, 387–404.
Allard, F., & Starkes, J. L. (1991). Motor-skill experts in sports, dance, and other domains. In
K. A. Ericcson & J. Smith (Eds.),Toward a general theory of expertise: Prospects and limits
(pp. 126–152). New York: Cambridge University Press.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation.Journal of Educational
Psychology, 84, 261–271.
Anderson, J. R. (1983).The architecture of cognition. Cambridge, MA: Harvard University
Press.
Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions.Psy-
chological Review, 94, 192–210.
Anzai, Y., & Yokoyama, T. (1984). Internal models in physics problem solving.Cognition and
Instruction, 1, 397–450.
Bereiter, C., & Scardamalia, M. (1993).Surpassing ourselves: An inquiry into the nature and impli-
cations of expertise. Chicago: Open Court.
Berliner, D. C., & Biddle, B. J. (1995).The manufactured crisis: Myths, fraud, and the attack on
American’s public schools.Reading, MA: Addison-Wesley.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999).How people learn: Brain, mind, experi-
ence, and school. Washington, DC: National Academy Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.Ed-
ucational Researcher, 18(1), 32–42.
Byrnes, J. P. (2001).Cognitive development and learning (2nd ed.). Boston: Allyn & Bacon.
Chase, W. G., & Simon, H. A. (1973). Perception in chess.Cognitive Psychology, 4, 55–81.
Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.),
Children’s thinking: What develops?(pp. 73–96). Hillsdale, NJ: Lawrence Erlbaum Associ-
ates.
Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics
problems by experts and novices.Cognitive Science, 5, 121–152.
Chi, M. T. H., Glaser, R., & Farr, M. (1988).The nature of expertise. Hillsdale, NJ: Lawrence
Erlbaum Associates.
de Groot, A. D. (1978).Thought and choice in chess. The Hague, Netherlands: Mouton. (Original
work published 1946)
Dewey, J. (1944).Democracy and education. New York: Macmillan. (Original work published
1916)
Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality.
Psychological Review, 95(2), 56–273.
Ericsson, K. A., & Polson, P. G. (1988). A cognitive analysis of exceptional memory for restau-
rant orders. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.),The nature of expertise(pp.
23–70). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ericsson, K. A., & Smith, J. (1991).Toward a general theory of expertise: Prospects and limits.
New York: Cambridge University Press.
Garner, R., & Alexander, P. A. (1981). Use of passage cues in answering of questions: Investiga-
tion of the effects of an explicit external criterion on adults’ studying behavior.Journal of
Reading Behavior, 13, 335–346.
Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions.
Educational Psychologist, 24, 143–148.
Garner, R., Alexander, P. A., Gillingham, M. G., Kulikowich, J. M., & Brown, R. (1991). Inter-
est and learning from text.American Educational Research Journal, 28, 643–659.
Garner, R., Hare, V. C., Alexander, P. A., Haynes, J., & Winograd, P. (1984). Inducing use of a
text lookback strategy among unsuccessful readers.American Educational Research Journal,
21 , 780–798.
296 ALEXANDER