Talk:Computational Modeling and Data Mining

2008-11-26T16:58:08Z

128.237.236.50: New page: Possible projects & people within: 1. Domain specific modeling * Empirical knowledge component discovery ** General techniques & applications thereof *** Koedinger (0-1), Gordon (1-3), Pa...

Possible projects & people within:

1. Domain specific modeling
* Empirical knowledge component discovery
** General techniques & applications thereof
*** Koedinger (0-1), Gordon (1-3), Pavlik (2?)
** KC discovery in statistics & biology
*** Lovett (0-1)
* Cross and within domain analysis KC taxonomy and empirical indicators
** Do different kinds of KCs have different application and learning event timings?
*** Koedinger
** Taxonomy of differences between tutor units (problem features, usefulness of help) & KCs (blurs into #2)
*** Baker

2. Domain general modeling
* Models of motivation & affect & related behaviors
** Baker (3)
* Models of learning
** SimStudent
*** Koedinger, Matsuda (6), Pavlik
** Reenforcement learning
*** Julie Fiez (?)
*** Min Chi (Kurt VanLehn?)

3. Engineering models & Assistance Dilemma
* Assistance Dilemma
** Koedinger, Pavlik

Talk:Metacognition and Motivation

2008-11-24T21:45:28Z

128.237.236.50: New page: The following papers about self-concept and math achievement may be relevant: * Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American ...

The following papers about self-concept and math achievement may be relevant:

* Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American Educational Research Journal, 23, 129-149.
* Marsh, H.W., Byrne, B.M, & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relations to academic achievement. Journal of Educational Psychology, 80, 366-380.
* Marsh, H.W. and Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Perspectives on Psychological Science, (Vol 1, No. 2), 133-163.
* Marsh, H.W. & Hau, K.T. (2004). Explaining paradoxical relations between academic self-concept and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.
* Marsh, H.W., Hau, K-T, Artelt, C., Baumert, J. & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311-360.
* Marsh, H., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76, 2, 397-416.

Theory Wiki - User contributions [en]

Talk:Computational Modeling and Data Mining

Talk:Metacognition and Motivation