Lynne M. Reder

TL;DR: This article reviewed the four central claims of situated learning with respect to education: action is grounded in the concrete situation in which it occurs; knowledge does not transfer between tasks; training by abstraction is of little use; and instruction must be done in complex, social environments.

TL;DR: This paper conducted two experiments exploring how people know whether they have an answer to a question before they actually find it in their memory, in which Ss were trained on relatively novel 2-digit×2-digit arithmetic problems (e.g., 23×27).

TL;DR: In this paper, a framework is proposed to account for strategy selection in question answering, and six experiments support the assumptions of the proposed framework: the first three experiments show that strategy selection is under the strategic control of the subjects, while Experiment 6 suggests variables that influence the evaluation of the question.

TL;DR: The authors continue the discussion of cognitive and situative perspectives by identifying several important points on which they judge the perspectives to be in agreement: individual and social perspectives on activity are both fundamentally important in education; learning can be general, and abstractions can be efficacious, but they sometimes aren't; Situative and cognitive approaches can cast light on different aspects of the educational process, and both should be pursued vigorously; educational innovations should be informed by the available scientific knowledge base and should be evaluated and analyzed with rigorous research methods.

TL;DR: Two experiments which require subjects to hold a digit span while solving an equation and then recall the digit span are performed and it is shown that the majority of the errors are misretrievals.