Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Gregg E. A. Solomon"'
Publikováno v:
PLoS ONE, Vol 12, Iss 10, p e0185583 (2017)
Encouraging knowledge flow between mutually relevant disciplines is a worthy aim of research policy makers. Yet, it is less clear what types of research promote cross-disciplinary knowledge flow and whether such research generates particularly influe
Externí odkaz:
https://doaj.org/article/e3c0f588449d4b1c97a11d8822fbb0fa
Publikováno v:
PLoS ONE, Vol 11, Iss 4, p e0152637 (2016)
Interest in cross-disciplinary research knowledge interchange runs high. Review processes at funding agencies, such as the U.S. National Science Foundation, consider plans to disseminate research across disciplinary bounds. Publication in the leading
Externí odkaz:
https://doaj.org/article/f02cf254a66c42e684d40a941a5646a9
Autor:
Gregg E. A. Solomon, Stephen Carley, Jan Youtie, Seokbeom Kwon, David J. Schoeneck, Caitlin Cassidy, Alan L. Porter
Publikováno v:
Perspectives on Science. 27:582-618
This is a “bottom-up” paper in the sense that it draws lessons in defining disciplinary categories under study from a series of empirical studies of interdisciplinarity. In particular, we are in the process of studying the interchange of research
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::af458c9c481cf3600b7dac5b02d1d70e
https://doi.org/10.1162/posc_a_00317
https://doi.org/10.1162/posc_a_00317
Publikováno v:
Essays on Cultural Transmission ISBN: 9781003135500
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::75ab250de96583b773f2ee2bf8f031ad
https://doi.org/10.4324/9781003135500-5
https://doi.org/10.4324/9781003135500-5
Autor:
Alan L. Porter, Stephen Carley, David J. Schoeneck, Seokbeom Kwon, Jan Youtie, Gregg E. A. Solomon
Publikováno v:
Scientometrics. 118:1093-1117
This study explores the patterns of exchange of research knowledge among Education Research, Cognitive Science, and what we call “Border Fields.” We analyze a set of 32,121 articles from 177 selected journals, drawn from five sample years between
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::698fb98dfb6eaabcba14b73b47cea5d0
https://doi.org/10.1007/s11192-019-03012-3
https://doi.org/10.1007/s11192-019-03012-3
Publikováno v:
Research Evaluation. 26:242-255
For decades, there have been calls for bringing the Cognitive Science literature and Educational Research literature into greater and more systematic contact, resulting in the publication of a number of influential papers and the launch of targeted f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1676e3b582360492ec98492d491a56a7
https://doi.org/10.1093/reseval/rvx020
https://doi.org/10.1093/reseval/rvx020
Publikováno v:
Research Policy. 48:103835
We explore the contention that the seminal US National Academies consensus report, How People Learn (HPL), played a major role in bridging the flow of knowledge from Cognitive Science to Education. Our paper yielded four important results: First, HPL
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::170b377a74096d18f84cc455a1267ce9
https://doi.org/10.1016/j.respol.2019.103835
https://doi.org/10.1016/j.respol.2019.103835
Publikováno v:
PLoS ONE
PLoS ONE, Vol 11, Iss 4, p e0152637 (2016)
PLoS ONE, Vol 11, Iss 4, p e0152637 (2016)
Interest in cross-disciplinary research knowledge interchange runs high. Review processes at funding agencies, such as the U.S. National Science Foundation, consider plans to disseminate research across disciplinary bounds. Publication in the leading
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::823809850623079e4069f1ef79af2ee1
http://europepmc.org/articles/PMC4820139
http://europepmc.org/articles/PMC4820139
Autor:
Gregg E. A. Solomon, Deborah Zaitchik
Publikováno v:
Wiley Interdisciplinary Reviews: Cognitive Science. 3:105-115
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8efbab7fb8fde7a01598147ab85b0a20
https://doi.org/10.1002/wcs.150
https://doi.org/10.1002/wcs.150