The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge
Abstract
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.
Overview
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
Cites
Statistics
Verification
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.
Citations
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 1×
“More formal subset of content knowledge; a realm of knowledge that broadly encompasses a field of study or thought (e.g., Alexander & Judy, 1988; Glaser, 1984; Rabinowitz & Chi, 1987; Voss, Blais, Means, Greene, & Ahwesh, 1986) Synonyms: domain-specific, content-specific knowledge, or subject knowledge Knowledge that…”
BackgroundNagy, W. E., Herman, P. A., & Anderson, R. C. (1985) · Reading Research Quarterly · doi:10.2307/747758 · Cited by 1,249
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728
Self-citation
Cited by
Van Dijk, T. A. (2015) · The Handbook of Discourse Analysis · doi:10.1002/9781118584194.ch22 · Cited by 5,485
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Metacognition and learning: conceptual and methodological considerations
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006) · Metacognition and Learning · doi:10.1007/s11409-006-6893-0 · Cited by 2,023
Schraw, G., & Moshman, D. (1995) · Educational Psychology Review · doi:10.1007/bf02212307 · Cited by 1,443
Metadata
- Authors
- Alexander, P. A., Schallert, D. L., & Hare, V. C.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1991
- Volume
- 61
- Issue
- 3
- Pages
- 315
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2114573628
- Cited by
- 704
- References
- 5
- FWCI
- 19.81
- Type
- journal article
- 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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge. https://app.cochat.ai/papers/10.2307/1170635
- The paper
- Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge. Review of Educational Research. https://doi.org/10.2307/1170635
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
