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{
    "pk": 32841,
    "title": "Implicit Understanding of Functions in Quantitative Reasoning",
    "subtitle": null,
    "abstract": "We present a theoretical analysis of students' implicit understanding of the concept of variables and functions, and present a cognitive model of this understanding based on the idea that reasoning involves a successful interaction between psychological agents and the things and other people in a situation. In the first part of the paper, we provide evidence that middle-and high-school students demonstrate implicit understanding of functional relations among quantities when they reason about a physical model of linear functions. Implicit understanding is knowledge of concepts or principles that enables and constrains performance, but is not articulate. In the second part of the pa^r, we describe several theoretical properties of our computational model: a.) activities are modeled as interactions between a parson and a situation; b.) reasoning is modeled as a form of activity that produces new information; and c.) understanding is modeled as attunement to the constraints of conceptual activities.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Paper Presentations -- Regularities and Estimation",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0697n5gm",
    "frozenauthors": [
        {
            "first_name": "Joyce",
            "middle_name": "L.",
            "last_name": "Moore",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "James",
            "middle_name": "G.",
            "last_name": "Greeno",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1991-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32841/galley/23901/download/"
        }
    ]
}