{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,5]],"date-time":"2026-06-05T07:12:43Z","timestamp":1780643563253,"version":"3.54.1"},"reference-count":31,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2010,2,11]],"date-time":"2010-02-11T00:00:00Z","timestamp":1265846400000},"content-version":"vor","delay-in-days":7621,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[1989,4]]},"abstract":"<jats:p>The present paper analyzes the self\u2010generated explanations (from talk\u2010aloud protocols) that \u201cGood\u201d and \u201cPoor\u201d students produce while studying worked\u2010out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that \u201cGood\u201d students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self\u2010explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example\u2010independent knowledge and in a better understanding of the principles presented in the text. \u201cPoor\u201d students do not generate sufficient self\u2010explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self\u2010explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation\u2010based learning to account for these psychological findings.<\/jats:p>","DOI":"10.1207\/s15516709cog1302_1","type":"journal-article","created":{"date-parts":[[2005,8,6]],"date-time":"2005-08-06T01:08:24Z","timestamp":1123290504000},"page":"145-182","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1337,"title":["Self\u2010Explanations: How Students Study and Use Examples in Learning to Solve Problems"],"prefix":"10.1111","volume":"13","author":[{"given":"Michelene T.H.","family":"Chi","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Miriam","family":"Bassok","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Matthew W.","family":"Lewis","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Peter","family":"Reimann","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Robert","family":"Glaser","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2010,2,11]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.94.2.192"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/0096-3445.111.4.390"},{"key":"e_1_2_1_4_1","first-page":"77","volume-title":"Cognitive development (Vol. III of P.H. Mussen, Ed., Handbook of child psychology","author":"Brown A.L.","year":"1983"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog0502_2"},{"key":"e_1_2_1_6_1","volume-title":"The nature of expertise.","author":"Chi M.T.H.","year":"1988"},{"key":"e_1_2_1_7_1","volume-title":"Advances in the psychology of human intelligence","author":"Chi M.T.H.","year":"1982"},{"key":"e_1_2_1_8_1","volume-title":"Advances in instructional psychology","author":"Collins A.","year":"1982"},{"key":"e_1_2_1_9_1","volume-title":"Machine Learning: An artificial intelligence approach.","author":"Dietterich T.","year":"1983"},{"key":"e_1_2_1_10_1","first-page":"541","article-title":"Effects of category generalizations and instance similarity on schema abstraction","volume":"113","author":"Elio R.","year":"1983","journal-title":"Journal of Experimental Psychology: Learning, Memory, & Cognition"},{"key":"e_1_2_1_11_1","unstructured":"Eylon B. &Helfman J.(1982 February).Analogical and deductive problem\u2010solving in physics.Paper presented at the American Educational Research Association meeting New York ."},{"key":"e_1_2_1_12_1","doi-asserted-by":"publisher","DOI":"10.1037\/h0048703"},{"key":"e_1_2_1_13_1","volume-title":"Metacognition, motivation, and understanding.","author":"Greeno J.","year":"1987"},{"key":"e_1_2_1_14_1","volume-title":"Fundamentals of physics.","author":"Halliday D.","year":"1981"},{"key":"e_1_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/0010-0285(76)90015-3"},{"key":"e_1_2_1_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF01079934"},{"key":"e_1_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/0749-596X(86)90008-2"},{"key":"e_1_2_1_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1551-6708.1987.tb00863.x"},{"key":"e_1_2_1_19_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0301_1"},{"key":"e_1_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog1202_3"},{"key":"e_1_2_1_21_1","volume-title":"Proceedings of the conference of human factors in computer systems","author":"Lewis C.H.","year":"1982"},{"key":"e_1_2_1_22_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00116250"},{"key":"e_1_2_1_23_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.92.3.289"},{"key":"e_1_2_1_24_1","volume-title":"Human problem solving.","author":"Newell A.","year":"1972"},{"key":"e_1_2_1_25_1","doi-asserted-by":"publisher","DOI":"10.1037\/h0080061"},{"key":"e_1_2_1_26_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0022-5371(80)90122-X"},{"key":"e_1_2_1_27_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03209230"},{"key":"e_1_2_1_28_1","doi-asserted-by":"publisher","DOI":"10.1037\/0278-7393.11.1.106"},{"key":"e_1_2_1_29_1","volume-title":"Problem solving and education: Issues in teaching and research.","author":"Simon H.A.","year":"1979"},{"key":"e_1_2_1_30_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0201_3"},{"key":"e_1_2_1_31_1","volume-title":"Conceptual and procedural knowledge: The case of mathematics.","author":"VanLehn K.","year":"1986"},{"key":"e_1_2_1_32_1","volume-title":"How to solve problems: Elements of a theory of problems and problem solving.","author":"Wickelgren W.A.","year":"1974"}],"container-title":["Cognitive Science"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1207%2Fs15516709cog1302_1","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1207\/s15516709cog1302_1","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,10,21]],"date-time":"2023-10-21T17:03:58Z","timestamp":1697907838000},"score":1,"resource":{"primary":{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/10.1207\/s15516709cog1302_1"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[1989,4]]},"references-count":31,"journal-issue":{"issue":"2","published-print":{"date-parts":[[1989,4]]}},"alternative-id":["10.1207\/s15516709cog1302_1"],"URL":"https:\/\/doi.org\/10.1207\/s15516709cog1302_1","archive":["Portico"],"relation":{},"ISSN":["0364-0213","1551-6709"],"issn-type":[{"value":"0364-0213","type":"print"},{"value":"1551-6709","type":"electronic"}],"subject":[],"published":{"date-parts":[[1989,4]]},"assertion":[{"value":"2010-02-11","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}