Optimizing the practice schedule - Revision history

128.2.192.35: /* Independent variables */

2008-12-08T22:30:15Z

Independent variables

← Older revision		Revision as of 22:30, 8 December 2008
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	Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):		Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):
	[[Image:Examplescreen1FaCT.JPG]]		[[Image:Examplescreen1FaCT.JPG]]
	~~[[Media:test.doc]]~~

	=== Hypothesis ===		=== Hypothesis ===

128.2.192.35: /* Independent variables */

2008-12-08T22:29:40Z

Independent variables

← Older revision		Revision as of 22:29, 8 December 2008
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	Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):		Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):
	[[Image:Examplescreen1FaCT.JPG]]		[[Image:Examplescreen1FaCT.JPG]]
	[[~~File~~:test.doc]]		[[Media:test.doc]]

	=== Hypothesis ===		=== Hypothesis ===

128.2.192.35: /* Independent variables */

2008-12-08T22:28:54Z

Independent variables

← Older revision		Revision as of 22:28, 8 December 2008
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	Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):		Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):
	[[Image:Examplescreen1FaCT.JPG]]		[[Image:Examplescreen1FaCT.JPG]]
			[[File:test.doc]]

	=== Hypothesis ===		=== Hypothesis ===

PhilPavlik: /* Independent variables */

2008-09-08T20:34:11Z

Independent variables

← Older revision		Revision as of 20:34, 8 September 2008
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	Alternative structures of [[instructional schedule]] for [[practice]] based on the predictions of an ACT-R based cognitive model. Further independent variables include how the material is presented for [[learning events]] and the assumptions of the model used to compute the [[instructional schedule]]. The assumptions of the model include alternative analyses of [[task demands]], the structure of relevant [[knowledge components]], and learner [[individual differences]].		Alternative structures of [[instructional schedule]] for [[practice]] based on the predictions of an ACT-R based cognitive model. Further independent variables include how the material is presented for [[learning events]] and the assumptions of the model used to compute the [[instructional schedule]]. The assumptions of the model include alternative analyses of [[task demands]], the structure of relevant [[knowledge components]], and learner [[individual differences]].

	Example screen shot of instructional event presentation:		Example screen shot of instructional event presentation (Demo versions at [http://optimallearning.org/demos/ Demo Page]):
	[[Image:Examplescreen1FaCT.JPG]]		[[Image:Examplescreen1FaCT.JPG]]

PhilPavlik: /* Independent variables */

2008-09-08T20:32:54Z

Independent variables

← Older revision		Revision as of 20:32, 8 September 2008
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	=== Independent variables ===		=== Independent variables ===
	Alternative structures of [[instructional schedule]] for [[practice]] based on the predictions of an ACT-R based cognitive model. Further independent variables include how the material is presented for [[learning events]] and the assumptions of the model used to compute the [[instructional schedule]]. The assumptions of the model include alternative analyses of [[task demands]], the structure of relevant [[knowledge components]], and learner [[individual differences]].		Alternative structures of [[instructional schedule]] for [[practice]] based on the predictions of an ACT-R based cognitive model. Further independent variables include how the material is presented for [[learning events]] and the assumptions of the model used to compute the [[instructional schedule]]. The assumptions of the model include alternative analyses of [[task demands]], the structure of relevant [[knowledge components]], and learner [[individual differences]].

			Example screen shot of instructional event presentation:
			[[Image:Examplescreen1FaCT.JPG]]

	=== Hypothesis ===		=== Hypothesis ===

PhilPavlik: /* Findings */

2008-09-08T20:14:59Z

Findings

← Older revision		Revision as of 20:14, 8 September 2008
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	* [[Applying optimal scheduling of practice in the Chinese Learnlab]] (Pavlik, MacWhinney, Sue-mei Wu, Koedinger)		* [[Applying optimal scheduling of practice in the Chinese Learnlab]] (Pavlik, MacWhinney, Sue-mei Wu, Koedinger)
	**This section discusses our efforts (a series of classroom studies) to show that the [[optimized scheduling]] provided by the [[FaCT ~~system~~]] is better at producing robust learning than various [[Ecological control group\|Ecological Control Group]]s. Initial results indicate that the system improves student performance for vocabulary quizzes, results in more practice by students and has better participation than control practice conditions.		**This section discusses our efforts (a series of classroom studies) to show that the [[optimized scheduling]] provided by the [[FaCT System]] is better at producing robust learning than various [[Ecological control group\|Ecological Control Group]]s. Initial results indicate that the system improves student performance for vocabulary quizzes, results in more practice by students and has better participation than control practice conditions.

	* [[Understanding paired associate transfer effects based on shared stimulus components]] (Pavlik, MacWhinney, Bolster, Koedinger)		* [[Understanding paired associate transfer effects based on shared stimulus components]] (Pavlik, MacWhinney, Bolster, Koedinger)

PhilPavlik: /* Findings */

2007-12-03T16:30:08Z

Findings

← Older revision		Revision as of 16:30, 3 December 2007
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	* [[Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice]] (Pavlik)		* [[Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice]] (Pavlik)
	**This study ~~just began collecting data for~~ a complex design to see the effects of errors on learning. If errors should have an effect on learning it will require revisions of the model (i.e. if an error on practice at time t has an effect on practice at time t+1, then the model's accuracy will be increased if this is accounted for.)		**This study used a complex design to see the effects of errors on learning. If errors should have an effect on learning it will require revisions of the model (i.e. if an error on practice at time t has an effect on practice at time t+1, then the model's accuracy will be increased if this is accounted for.)

	* [[French gender cues]] (Presson-MacWhinney)		* [[French gender cues]] (Presson-MacWhinney)

PhilPavlik: /* Hypothesis */

2007-12-02T22:02:41Z

Hypothesis

← Older revision		Revision as of 22:02, 2 December 2007
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	=== Hypothesis ===		=== Hypothesis ===
	[[Robust learning]] occurs more quickly when [[practice]] is scheduled efficiently. In this case efficiently means according to a complex model of the [[robust learning]] gain and time cost of possible scheduling decisions. Given a single type of learning event, such schedules tend to have an [[expanding spacing interval]], since as [[practice]] accumulates knowledge components gain [[stability]].		[[Robust learning]] occurs more quickly when [[practice]] is scheduled efficiently. In this case efficiently means according to a complex model of the [[robust learning]] gain and time cost of possible scheduling decisions. Given a single type of learning event, such schedules tend to have an [[expanding spacing interval]], since as [[practice]] accumulates knowledge components gain [[stability]]. See [[optimal scheduling]] for a discussion of learning principles and other examples.

	=== Findings ===		=== Findings ===

Koedinger: /* Findings */

2007-06-28T19:32:15Z

Findings

← Older revision		Revision as of 19:32, 28 June 2007
Line 48:		Line 48:

	* [[Applying optimal scheduling of practice in the Chinese Learnlab]] (Pavlik, MacWhinney, Sue-mei Wu, Koedinger)		* [[Applying optimal scheduling of practice in the Chinese Learnlab]] (Pavlik, MacWhinney, Sue-mei Wu, Koedinger)
	**This section discusses our efforts (a series of classroom studies) to show that the [[optimized scheduling]] provided by the [[FaCT system]] is better at producing robust learning than various [[Ecological Control Group]]s. Initial results indicate that the system improves student performance for vocabulary quizzes, results in more practice by students and has better participation than control practice conditions.		**This section discusses our efforts (a series of classroom studies) to show that the [[optimized scheduling]] provided by the [[FaCT system]] is better at producing robust learning than various [[Ecological control group\|Ecological Control Group]]s. Initial results indicate that the system improves student performance for vocabulary quizzes, results in more practice by students and has better participation than control practice conditions.

	* [[Understanding paired associate transfer effects based on shared stimulus components]] (Pavlik, MacWhinney, Bolster, Koedinger)		* [[Understanding paired associate transfer effects based on shared stimulus components]] (Pavlik, MacWhinney, Bolster, Koedinger)

PhilPavlik: /* Annotated bibliography */

2007-04-03T21:09:54Z

Annotated bibliography

← Older revision		Revision as of 21:09, 3 April 2007
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	*Atkinson, R. (1972) Optimizing the learning of a second language vocabulary. Journal of Experimental Psychology, 96, 124- 129.		*Atkinson, R. (1972) Optimizing the learning of a second language vocabulary. Journal of Experimental Psychology, 96, 124- 129.
	*Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K. (2007, accepted). The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. In D. McNamara & G. Trafton (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. [http://www.learnlab.org/uploads/mypslc/publications/pavlik_1_31.pdf (Article)]		*Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K. (2007, accepted). The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. In D. McNamara & G. Trafton (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. [http://www.learnlab.org/uploads/mypslc/publications/pavlik_1_31.pdf (Article)]
	*Pavlik Jr., P. I. (2006). Transfer effects in Chinese vocabulary learning. In R. Sun (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 2579). Mahwah, NJ: Lawrence Erlbaum.		*Pavlik Jr., P. I. (2006). Transfer effects in Chinese vocabulary learning. In R. Sun (Ed.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 2579). Mahwah, NJ: Lawrence Erlbaum. [http://www.learnlab.org/uploads/mypslc/publications/pavlik-transfereffects.pdf (Article)]
	*Pavlik Jr., P. I. (in press-a). Timing is an order: Modeling order effects in the learning of information. In F. E., Ritter, J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press.		*Pavlik Jr., P. I. (in press-a). Timing is an order: Modeling order effects in the learning of information. In F. E., Ritter, J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press.
	*Pavlik Jr., P. I. (in press-b). Understanding and applying the dynamics of test practice and study practice. Instructional Science.		*Pavlik Jr., P. I. (in press-b). Understanding and applying the dynamics of test practice and study practice. Instructional Science.
	*Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing Effect. Cognitive Science, 29, 559-586 [http://optimallearning.org/people/Articles/2005%20Pavlik%20Anderson.pdf (Article)]		*Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing Effect. Cognitive Science, 29, 559-586 [http://optimallearning.org/people/Articles/2005%20Pavlik%20Anderson.pdf (Article)]
	*Pavlik Jr., P. I., & Anderson, J. R. (2004,November). Optimizing Paired-Associate Learning. Poster presented at the 45th Annual Meeting of the Psychonomic Society, Minneapolis, MN.		*Pavlik Jr., P. I., & Anderson, J. R. (2004,November). Optimizing Paired-Associate Learning. Poster presented at the 45th Annual Meeting of the Psychonomic Society, Minneapolis, MN.