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{
    "pk": 31791,
    "title": "What Mediates the Self-explanation Effect? Knowledge Gaps, Schemas or Analogies?",
    "subtitle": null,
    "abstract": "Several studies have found that learning is more\neffective when students explain examples to\nthemselves. Although these studies show that\nlearning and self-explanation co-occur, they do\nnot reveal why. Three explanations have been\nproposed and computational models have been\nbuilt for each. T h e gap-filling explanation is that\nself-explanation causes subjects to detect and hll\ngaps in their domain knowledge. T h e schema\nformation explanation is that self-explanation\ncauses the learner to abstract general solution\nprocedures and associate each with a general\ndescription of the problems it appUes to. T h e\nanalogical enhancement explanation is that self-\nexplanation cause a richer elaboration of the ex-\nample, which facilitates later use of the example\nfor analogical problem solving. W e claim that, in\none study at least, gapfilling accounts for most\nof the self-explanation effect.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Submitted Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/1f11v2f0",
    "frozenauthors": [
        {
            "first_name": "Kurt",
            "middle_name": "",
            "last_name": "VanLehn",
            "name_suffix": "",
            "institution": "University of Pittsburgh",
            "department": ""
        },
        {
            "first_name": "Randolph",
            "middle_name": "M.",
            "last_name": "Jones",
            "name_suffix": "",
            "institution": "University of Michigan",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1993-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
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            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/31791/galley/22859/download/"
        }
    ]
}