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3 results

Contributors

By Dor Abrahamson, Jerry Andriessen, Roger Azevedo, Michael Baker, Ryan Baker, Sasha Barab, Carl Bereiter, Susan Bridges, Mario Carretero, Carol K. K. Chan, Clark A. Chinn, Paul Cobb, Allan Collins, Kevin Crowley, Elizabeth A. Davis, Chris Dede, Sharon J. Derry, Andrea A. diSessa, Michael Eisenberg, Yrjö Engeström, Noel Enyedy, Barry J. Fishman, Ricki Goldman, James G. Greeno, Erica Rosenfeld Halverson, Cindy E. Hmelo-Silver, Michael J. Jacobson, Sanna Järvelä, Yasmin B. Kafai, Yael Kali, Manu Kapur, Paul A. Kirschner, Karen Knutson, Timothy Koschmann, Joseph S. Krajcik, Carol D. Lee, Peter Lee, Robb Lindgren, Jingyan Lu, Richard E. Mayer, Naomi Miyake, Na’ilah Suad Nasir, Mitchell J. Nathan, Narcis Pares, Roy Pea, James W. Pellegrino, William R. Penuel, Palmyre Pierroux, Brian J. Reiser, K. Ann Renninger, Ann S. Rosebery, R. Keith Sawyer, Marlene Scardamalia, Anna Sfard, Mike Sharples, Kimberly M. Sheridan, Bruce L. Sherin, Namsoo Shin, George Siemens, Peter Smagorinsky, Nancy Butler Songer, James P. Spillane, Kurt Squire, Gerry Stahl, Constance Steinkuehler, Reed Stevens, Daniel Suthers, Iris Tabak, Beth Warren, Uri Wilensky, Philip H. Winne, Carmen Zahn

Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill
Book: The Cambridge Handbook of the Learning Sciences
Published online: 05 November 2014
Print publication: 17 November 2014, pp xv-xviii
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21 - The Social and Interactive Dimensions of Collaborative Learning

from Part IV - Learning Together

By Naomi Miyake, Paul A. Kirschner

Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill
Book: The Cambridge Handbook of the Learning Sciences
Published online: 05 November 2014
Print publication: 17 November 2014, pp 418-438
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Good interactions are hard to find
Akira Miyake, Michael J. Emerson, Naomi P. Friedman
Journal: Behavioral and Brain Sciences / Volume 22 / Issue 1 / February 1999
Published online by Cambridge University Press: 01 February 1999, pp. 108-109
Print publication: February 1999
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Caplan & Waters's arguments for separate working memory subsystems for “interpretive” and “post-interpretive” comprehension processes do not have a solid empirical basis. The likely involvement of a separate phonological loop makes their memory-load data irrelevant to theory evaluation, and the lack of statistical power from nonoptimal experimental designs and analyses unfairly reduces the chances of detecting the relevant interactions.