References
- Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology, 25(4), 468–523.
- Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13–18.
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school (Exp. ed.). Washington, DC: National Academy Press.
- Carlucci, L., & Case, J. (2013). On the necessity of U-shaped learning. Topics in Cognitive Science, 5(1), 56–88.
- Collins, M. A., & Laski, E. V. (2015). Preschoolers' strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204–214.
- Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working minds: A practitioner's guide to cognitive task analysis. Cambridge, MA: MIT Press.
- Critten, S., Pine, K., & Steffler, D. (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99(1), 207–220.
- Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), 206–214.
- Hatano, G., & Oura, Y. (2003). Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26–29.
- Hmelo-Silver, C. E., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science, 28(1), 127–138.
- Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
- McNeil, N. M. (2007). U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems. Developmental Psychology, 43(3), 687–695.
- Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.
- Siegler, R. S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31–58). New York, NY: Cambridge University Press.