Putting context into context
A rejoinder to Richardson
Bibliographic Data
| ID | 9616263 |
|---|---|
| Authors | Maxwell J Roberts (University of Essex, corresponding author) |
| Year | 1996 |
| Volume | 66 |
| Issue | 4 |
| Pages | 539-542 |
| Publication date | 1996-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1996.tb01218.x |
| OpenAlex | W2005884130 |
| Language | EN |
| Citations received | 1 |
Richardson (1996) criticises Roberts & Stevenson (1996) on two counts: that their classification of the commentaries used by Richardson (1991) is in error, and that this is also confounded with item difficulty. Both claims are refuted here: the first by a demonstration of the validity of the classification, the second by using published norms on item difficulty. It is concluded that Richardson has not supplied evidence that disproves the existence of domain‐free reasoning processes, and it is suggested that he is attempting to resolve a false dichotomy: context‐specific knowledge and domain‐free reasoning processes are not mutually exclusive
Cognitive psychology · Context (archaeology) · Domain (mathematical analysis) · Epistemology · Educational Strategies and Epistemologies · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Philosophy · Psychology · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 1998 - 1998 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |