{"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":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31791/galley/22859/download/"}]}