Richard C E Anderson
Biographic Data
| ID | 5807161 |
|---|---|
| NAME | Richard C E Anderson |
| GIVEN NAMES | Richard C E |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON R C E |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0001-6808-0201 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Aspects of the social construction of causal reasoning
Background The value of causal reasoning is widely appreciated by educators, yet little research has been dedicated to determining how it develops in social contexts. This study examined children’s construction of causal reasoning during collaborative discussions in elementary school classrooms and investigated whether they were able to transfer causal reasoning displayed during the discussions to individual tasks.Methods Multilink causal chain m…
Silent Reading Reconsidered
Results of Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. Leinhardt et al. examined a causal model of classroom processes influencing reading achievement and showed that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. The present study reanalyzed the Leinhardt et al. data using linear structural equation m…
Some Reflections on the Acquisition of Knowledge
People who hold views similar to mine about the nature of knowledge and its acquisition place great stock in how communications are organized. Thus, I am especially concerned on this important occasion that my talk have a clear and predictable organization. I first thought that my ideas would fit a Problem/Solution frame, but that wasn't quite right. Then I tried Thesis/Antithesis/Synthesis. That didn't work either. Finally, I had the insight tha…
Schemata as Scaffolding for the Representation of Information in Connected Discourse
Information that is significant in the light of die conceptual framework, or “schema,” within which a text is interpreted ought to be better learned and recalled than less significant information. This hypothesis was evaluated in an experiment in which college students read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the …
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Some Reflections on the Acquisition of Knowledge
People who hold views similar to mine about the nature of knowledge and its acquisition place great stock in how communications are organized. Thus, I am especially concerned on this important occasion that my talk have a clear and predictable organization. I first thought that my ideas would fit a Problem/Solution frame, but that wasn't quite right. Then I tried Thesis/Antithesis/Synthesis. That didn't work either. Finally, I had the insight tha…
Schemata as Scaffolding for the Representation of Information in Connected Discourse
Information that is significant in the light of die conceptual framework, or “schema,” within which a text is interpreted ought to be better learned and recalled than less significant information. This hypothesis was evaluated in an experiment in which college students read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the …
Silent Reading Reconsidered
Results of Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. Leinhardt et al. examined a causal model of classroom processes influencing reading achievement and showed that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. The present study reanalyzed the Leinhardt et al. data using linear structural equation m…
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Learning Concepts from Definitions
Most of the time in school we expect students to learn concepts from being told about them. However, very few studies have investigated the of concepts from definitions and explanations (Johnson & Stratton, 1966). In most of the research on so-called learning people are expected to induce concepts, such as two green borders, from cards displaying geometric figures. It is obvious that if the subject were told such a concept in advance he would sor…
Schemata as Scaffolding for the Representation of Information in Connected Discourse
Information that is significant in the light of die conceptual framework, or “schema,” within which a text is interpreted ought to be better learned and recalled than less significant information. This hypothesis was evaluated in an experiment in which college students read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the …
Some Reflections on the Acquisition of Knowledge
People who hold views similar to mine about the nature of knowledge and its acquisition place great stock in how communications are organized. Thus, I am especially concerned on this important occasion that my talk have a clear and predictable organization. I first thought that my ideas would fit a Problem/Solution frame, but that wasn't quite right. Then I tried Thesis/Antithesis/Synthesis. That didn't work either. Finally, I had the insight tha…
Silent Reading Reconsidered
Results of Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. Leinhardt et al. examined a causal model of classroom processes influencing reading achievement and showed that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. The present study reanalyzed the Leinhardt et al. data using linear structural equation m…
Aspects of the social construction of causal reasoning
Background The value of causal reasoning is widely appreciated by educators, yet little research has been dedicated to determining how it develops in social contexts. This study examined children’s construction of causal reasoning during collaborative discussions in elementary school classrooms and investigated whether they were able to transfer causal reasoning displayed during the discussions to individual tasks.Methods Multilink causal chain m…
Computer Science (5 works) · Psychology (5 works) · Mathematics education (4 works) · Educational Strategies and Epistemologies (3 works) · Philosophy (3 works) · Sociology (3 works) · Education and Critical Thinking Development (2 works) · Epistemology (2 works) · Linguistics (2 works) · Philosophy (2 works)