Sharing cognition through collective comprehension activity.

Hatano, Giyoo, Inagaki, Kayoko·2004·Perspectives on socially shared cognition.

DOI 10.1037/10096-014

Open this paper in CoChat — free account

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1037/10096-014

Cites

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Team Mental Model: Construct or Metaphor?
Klimoski, R., & Mohammed, S. (1994) · Journal of Management · doi:10.1177/014920639402000206 · Cited by 1,632
SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING
Palincsar, A. S. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.345 · Cited by 1,565
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394
When Smart Groups Fail
Barron, B. (2003) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1203_1 · Cited by 1,446
The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons
Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006) · Science Education · doi:10.1002/sce.20131 · Cited by 719
Dialogue in the Classroom
Wells, G., & Arauz, R. M. (2006) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1503_3 · Cited by 515
Communication, Learning, and Retrieval in Transactive Memory Systems
Hollingshead, A. B. (1998) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1358 · Cited by 471
Perceived Individual Collaboration Know-How Development Through Information Technology-Enabled Contextualization: Evidence from Distributed Teams
Majchrzak, A., Malhotra, A., & John, R. (2005) · Information Systems Research · doi:10.1287/isre.1050.0044 · Cited by 350
Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course
Tien, L. T., Roth, V., & Kampmeier, J. A. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10038 · Cited by 321
Promoting effective helping behavior in peer-directed groups
Webb, N. M., & Mastergeorge, A. (2003) · International Journal of Educational Research · doi:10.1016/s0883-0355(03)00074-0 · Cited by 250
Construction of mathematical knowledge through whole-class discussion
Inagaki, K., Hatano, G., & Morita, E. (1998) · Learning and Instruction · doi:10.1016/s0959-4752(98)00032-2 · Cited by 106
Self-citation
Regulation of Teacher Elicitations in the Mathematics Classroom
Nathan, M. J., & Kim, S. (2009) · Cognition and Instruction · doi:10.1080/07370000902797304 · Cited by 71
When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.
Nihalani, P. K., Mayrath, M., & Robinson, D. H. (2011) · Journal of Educational Psychology · doi:10.1037/a0025276 · Cited by 30

Authors: Hatano, G., & Inagaki, K.
Venue: Perspectives on socially shared cognition.
Publisher: American Psychological Association
Published: 1991-01-01
Pages: 331-348
DOI: 10.1037/10096-014
OpenAlex: W2295130457
Cited by: 262
References: 0
FWCI: 1.55
Type: book chapter
Language: en
Open access: closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review