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Resnick, L., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the fun of it: A guide to informal science education (pp. 24-31). Washington, DC: National Science Teachers Association.
Glaser, R., & Chi, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251-282). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Reimann, P., & Chi, M. T. H. (1989). Expertise in complex problem solving. In K. J.Gilhooly (Ed.), Human and machine problem solving (pp. 161-192). New York, NY: Perseus Books Group.
Chi, M. T. H., Hutchinson, J., & Robin, A. F. (1989). How inferences about novel domain-related concepts can be constrained by structured knowledge. Merrill-Palmer Quarterly, 35, 27-62.
Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.