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Keeping it too simple: how the reductive tendency affects cognitive engineering

IEEE intelligent systems, 2004-05, Vol.19 (3), p.90-94

2004

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Accelerated Learning (?)

IEEE intelligent systems, 2009-03, Vol.24 (2), p.18-22

2009

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Using Technology to Assist in Realizing Effective Learning and Instruction: A Principled Approach to the Use of Computers in Collaborative Learning

The Journal of the learning sciences, 1994-07, Vol.3 (3), p.227-264

1994

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A rose by any other name...would probably be given an acronym [cognitive systems engineering]

IEEE intelligent systems, 2002-07, Vol.17 (4), p.72-80

2002

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Expert Memory, Psychology of

International Encyclopedia of Social & Behavioral Sciences, 2001, Vol.8, p.5124-5128

Feltovich, P.J.

2001

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Designing Communication Protocols for a Computer-Mediated Laboratory for Problem-Based Learning

Proceedings - Symposium on Computer Application in Medical Care, 1990-11, p.464-468

1990

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The Facilitation of Problem-Based Learning in Medical Education Through a Computer-Mediated Tutorial Laboratory

Proceedings - Symposium on Computer Application in Medical Care, 1990-11, p.469-472

1990

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A heuristic framework for assessing factors influencing knowledge acquisition

[1989] Proceedings of the Twenty-Second Annual Hawaii International Conference on System Sciences. Volume III: Decision Support and Knowledge Based Systems Track, 1989, Vol.3, p.419-426 vol.3

1989

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Keeping it too simple: how the reductive tendency affects cognitive engineering

Accelerated Learning (?)

Using Technology to Assist in Realizing Effective Learning and Instruction: A Principled Approach to the Use of Computers in Collaborative Learning

A rose by any other name...would probably be given an acronym [cognitive systems engineering]

Expert Memory, Psychology of

Designing Communication Protocols for a Computer-Mediated Laboratory for Problem-Based Learning

The Facilitation of Problem-Based Learning in Medical Education Through a Computer-Mediated Tutorial Laboratory

A heuristic framework for assessing factors influencing knowledge acquisition

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