Christian Schunn
Christian Schunn
Professor of Psychology, University of Pittsburgh
כתובת אימייל מאומתת בדומיין - דף הבית
צוטט על ידי
צוטט על ידי
Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system
K Cho, CD Schunn
Computers & Education 48 (3), 409-426, 2007
The relationship of analogical distance to analogical function and preinventive structure: The case of engineering design
BT Christensen, CD Schunn
Memory & cognition 35 (1), 29-38, 2007
The nature of feedback: How different types of peer feedback affect writing performance
MM Nelson, CD Schunn
Instructional science 37 (4), 375-401, 2009
Are badges useful in education?: It depends upon the type of badge and expertise of learner
S Abramovich, C Schunn, RM Higashi
Educational Technology Research and Development 61 (2), 217-232, 2013
Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction
MM Mehalik, Y Doppelt, CD Schuun
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.
K Cho, CD Schunn, RW Wilson
Journal of Educational Psychology 98 (4), 891, 2006
A study of design fixation, its mitigation and perception in engineering design faculty
JS Linsey, I Tseng, K Fu, J Cagan, KL Wood, C Schunn
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory
LM Reder, CD Schunn
Implicit memory and metacognition, 57-90, 2014
A mechanistic account of the mirror effect for word frequency: A computational model of remember–know judgments in a continuous recognition paradigm.
LM Reder, A Nhouyvanisvong, CD Schunn, MS Ayers, P Angstadt, ...
Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (2), 294, 2000
Bringing engineering design into high school science classrooms: The heating/cooling unit
XS Apedoe, B Reynolds, MR Ellefson, CD Schunn
Journal of science education and technology 17 (5), 454-465, 2008
Students’ perceptions about peer assessment for writing: their origin and impact on revision work
JH Kaufman, CD Schunn
Instructional Science 39 (3), 387-406, 2011
Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts
K Cho, CD Schunn, D Charney
Written communication 23 (3), 260-294, 2006
On the benefits and pitfalls of analogies for innovative design: Ideation performance based on analogical distance, commonness, and modality of examples
J Chan, K Fu, C Schunn, J Cagan, K Wood, K Kotovsky
Engagement and achievements: A case study of design-based learning in a science context.
Y Doppelt, MM Mehalik, CD Schunn, E Silk, D Krysinski
Journal of technology education 19 (2), 22-39, 2008
The generality/specificity of expertise in scientific reasoning
CD Schunn, JR Anderson
Cognitive science 23 (3), 337-370, 1999
Learning through case comparisons: A meta-analytic review
L Alfieri, TJ Nokes-Malach, CD Schunn
Educational Psychologist 48 (2), 87-113, 2013
The meaning of “near” and “far”: the impact of structuring design databases and the effect of distance of analogy on design output
K Fu, J Chan, J Cagan, K Kotovsky, C Schunn, K Wood
Journal of Mechanical Design 135 (2), 2013
Priming, analogy, and awareness in complex reasoning
CD Schunn, K Dunbar
Memory & Cognition 24 (3), 271-284, 1996
The impact of an engineering design curriculum on science reasoning in an urban setting
EM Silk, CD Schunn, MS Cary
Journal of Science Education and Technology 18 (3), 209-223, 2009
Integrating perceptual and cognitive modeling for adaptive and intelligent human-computer interaction
Z Duric, WD Gray, R Heishman, F Li, A Rosenfeld, MJ Schoelles, ...
Proceedings of the IEEE 90 (7), 1272-1289, 2002
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מאמרים 1–20