Rony Patel, Kenneth R. Koedinger. Does Learning Magnitude Knowledge help Students Learn Procedural Knowledge or Vice Versa?. In David C. Noelle, Rick Dale, Anne S. Warlaumont, Jeff Yoshimi, Teenie Matlock, Carolyn D. Jennings, Paul P. Maglio, editors, Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015, Pasadena, California, USA, July 22-25, 2015. cognitivesciencesociety.org, 2015. [doi]
@inproceedings{PatelK15-1,
title = {Does Learning Magnitude Knowledge help Students Learn Procedural Knowledge or Vice Versa?},
author = {Rony Patel and Kenneth R. Koedinger},
year = {2015},
url = {https://mindmodeling.org/cogsci2015/papers/0609/index.html},
researchr = {https://researchr.org/publication/PatelK15-1},
cites = {0},
citedby = {0},
booktitle = {Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015, Pasadena, California, USA, July 22-25, 2015},
editor = {David C. Noelle and Rick Dale and Anne S. Warlaumont and Jeff Yoshimi and Teenie Matlock and Carolyn D. Jennings and Paul P. Maglio},
publisher = {cognitivesciencesociety.org},
isbn = {978-0-9911967-2-2},
}