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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
AI has the potential to act as a cognitive prosthesis to assist students with disabilities by providing new opportunities to learn and develop skills.
“Artificial intelligence has the potential to act as a cognitive prosthesis, a construct first identified by Edyburn (2006), to assist students with disabilities by providing new opportunities to learn and develop skills.”
From The Future of Artificial Intelligence in Special Education Technology (2023) · cites this paper as Edyburn (2006)
Cited by
Sorted by citations
The Future of Artificial Intelligence in Special Education Technology
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023) · Journal of Special Education Technology · doi:10.1177/01626434231165977 · Cited by 142 · see citing works
“Arti fi cial intelligence has the potential to act as a cognitive prosthesis, a construct fi rst identi fi ed by Edyburn (2006), to assist students with disabilities by providing new opportunities to learn and develop skills.”
Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability
Hord, C., & Bouck, E. C. (2012) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416471204700312 · Cited by 48 · see citing works
Virtual manipulatives as assistive technology to support students with disabilities with mathematics
Bouck, E. C., Park, J., & Stenzel, K. (2020) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2020.1762157 · Cited by 47 · see citing works
“Hence, this study sought to determine if students could solve the problems with a tool — a cognitive prothesis (Edyburn, 2005, 2006) — but not instruction.”
BackgroundBouck, E. C., Long, H. M., & Park, J. (2021) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-020-09735-z · Cited by 27 · see citing works
App-Based Manipulatives and Explicit Instruction to Support Division with Remainders
Bouck, E. C., Park, J., Levy, K., Cwiakala, K., & Whorley, A. (2020) · Exceptionality · doi:10.1080/09362835.2019.1586709 · Cited by 25 · see citing works
“So, too, might there be students with disabilities who need a tool (i.e., a cognitive prosthesis; Edyburn, 2005, 2006) to aid in solving mathematical problems.”
BackgroundNot All Created Equally: Exploring Calculator Use by Students with Mild Intellectual Disability
Yakubova, G., & Bouck, E. C. (2014) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416471404900110 · Cited by 16 · see citing works
Learning Fractions with a Virtual Manipulative Based Graduated Instructional Sequence
Bouck, E. C., Maher, C. E., Park, J., & Ionia, A. W. (2020) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472005500105 · Cited by 16 · see citing works
“…must consider if solving mathematical problems in the abstract is truly the most appropriate goal for all students with disabilities, or if such students might benefit with using ma-Virtual Manipulative Instructional Sequence / 57 nipulatives as a cognitive prothesis (Edyburn, 2005, 2006).”
Kivirähk‐Koor, T., & Kiive, E. (2022) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2022.2106534 · Cited by 6 · see citing works
“Verbal instructions need to be supported by visualization (Hord and Xin 2015) and materialized (Edyburn 2006).”
BackgroundGlimpses Inside the Minds of Young Writers: How Children Plan Texts With Art
Dunn, M. W., Miller, D. E., Stair, M. L., & Welsh-Griffin, H. S. (2020) · Journal of Research in Childhood Education · doi:10.1080/02568543.2020.1743395 · Cited by 6 · see citing works
Using Schemas to Support Life Skills Mathematics for Students with Developmental Disabilities
Bouck, E. C., Long, H. M., & Park, J. (2021) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472105600104 · Cited by 4
“A calculator can serve as a cognitive prothesis for the students, allowing them access to more advanced mathematics, such as multi-step problems (Edyburn, 2005, 2006).”
- Authors
- Edyburn, D. L.
- Affiliations
- University of Wisconsin–Milwaukee (US)
- Corresponding author
- Edyburn, Dave L.
- ORCID
- Edyburn, Dave L.
- Venue
- Journal of Special Education Technology
- Publisher
- SAGE Publications
- Published
- 2006-09
- Volume
- 21
- Issue
- 4
- Pages
- 62-65
- ISSN
- 0162-6434 (ISSN-L)
- 2381-3121
- OpenAlex
- W4255251889
- Cited by
- 25
- References
- 0
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 1 · 2020: 4 · 2019: 1 · 2017: 2 · 2016: 1 · 2015: 2 · 2014: 3 · 2012: 2
- FWCI
- 4.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Special Education Technology (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Safety Research › Disability Education and Employment
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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.
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