https://learnlab.org/mediawiki-1.44.2/index.php?action=history&feed=atom&title=Vicarious_learning
Vicarious learning - Revision history
2026-05-01T14:16:33Z
Revision history for this page on the wiki
MediaWiki 1.44.2
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=6493&oldid=prev
Vanlehn at 01:58, 12 December 2007
2007-12-12T01:58:43Z
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>References</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">=== </ins>References <ins style="font-weight: bold; text-decoration: none;">=== </ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium of motivation (pp. 211-269). Lincoln: University of Nebraska Press. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium of motivation (pp. 211-269). Lincoln: University of Nebraska Press. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.</div></td></tr>
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Vanlehn
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5223&oldid=prev
Scraig@pitt.edu at 17:10, 25 May 2007
2007-05-25T17:10:50Z
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 17:10, 25 May 2007</td>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura (1962) to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction. Although the learning situation is often presented as video, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher <del style="font-weight: bold; text-decoration: none;">(Gholson & Craig, 2006)</del>. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura (1962) to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction<ins style="font-weight: bold; text-decoration: none;">(Gholson & Craig, 2006; Rosenthal & Zimmerman, 1978)</ins>. Although the learning situation is often presented as video <ins style="font-weight: bold; text-decoration: none;">recordings of human interactions or as cartoon-like recreations of learning situations (Bandura, 1986)</ins>, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium of motivation (pp. 211-269). Lincoln: University of Nebraska Press. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium of motivation (pp. 211-269). Lincoln: University of Nebraska Press. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (in press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.'' </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (in press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.'' </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Craig, S. D., Driscoll, D., & Gholson, B. (2004). Constructing knowledge from dialog in an intelligent tutoring system: Interactive learning, vicarious learning, and pedagogical agents. ''Journal of Educational Multimedia and Hypermedia, 13'', 163-183. [http://andes3.lrdc.pitt.edu/~scraig/publications/Craigetal2004VL.pdf]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Craig, S. D., Driscoll, D., & Gholson, B. (2004). Constructing knowledge from dialog in an intelligent tutoring system: Interactive learning, vicarious learning, and pedagogical agents. ''Journal of Educational Multimedia and Hypermedia, 13'', 163-183. [http://andes3.lrdc.pitt.edu/~scraig/publications/Craigetal2004VL.pdf]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Rosenthal, R. L., & Zimmerman, B. J. (1978). Social learning and cognition. New York: Academic Press. </ins></div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td></tr>
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Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5191&oldid=prev
Scraig@pitt.edu at 18:30, 23 May 2007
2007-05-23T18:30:27Z
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:30, 23 May 2007</td>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura (1962) to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction. Although the learning situation is often presented as video, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura (1962) to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction. Although the learning situation is often presented as video, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher <ins style="font-weight: bold; text-decoration: none;">(Gholson & Craig, 2006)</ins>. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
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Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5190&oldid=prev
Scraig@pitt.edu at 18:27, 23 May 2007
2007-05-23T18:27:12Z
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003<del style="font-weight: bold; text-decoration: none;">) </del>[[Craig questions|PSLC project example]], or</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003<ins style="font-weight: bold; text-decoration: none;">; </ins>[[Craig questions|PSLC project example]]<ins style="font-weight: bold; text-decoration: none;">) </ins>, or</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing|PSLC project example]] )</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing|PSLC project example]] )</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
</table>
Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5189&oldid=prev
Scraig@pitt.edu at 18:26, 23 May 2007
2007-05-23T18:26:47Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:26, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003) [[PSLC project example<del style="font-weight: bold; text-decoration: none;">|Craig questions</del>]], or</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003) [[<ins style="font-weight: bold; text-decoration: none;">Craig questions|</ins>PSLC project example]], or</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing]] )</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing<ins style="font-weight: bold; text-decoration: none;">|PSLC project example</ins>]] )</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td></tr>
</table>
Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5188&oldid=prev
Scraig@pitt.edu at 18:26, 23 May 2007
2007-05-23T18:26:11Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:26, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003) [[Craig questions]], or</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Craig, et al. 2006; Driscoll et al. 2003) [[<ins style="font-weight: bold; text-decoration: none;">PSLC project example|</ins>Craig questions]], or</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing]] )</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing]] )</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
</table>
Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5187&oldid=prev
Scraig@pitt.edu at 18:25, 23 May 2007
2007-05-23T18:25:10Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:25, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Driscoll et al. 2003) [[Craig questions]], or</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000<ins style="font-weight: bold; text-decoration: none;">; Craig, et al. 2006</ins>; Driscoll et al. 2003) [[Craig questions]], or</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; Craig<del style="font-weight: bold; text-decoration: none;">, et al. 2006</del>)</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; <ins style="font-weight: bold; text-decoration: none;">[[</ins>Craig <ins style="font-weight: bold; text-decoration: none;">observing]] </ins>)</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td></tr>
</table>
Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5186&oldid=prev
Scraig@pitt.edu at 18:23, 23 May 2007
2007-05-23T18:23:31Z
<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:23, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Driscoll et al. 2003), or</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of learning situation being observed, e.g., a problem being solved by an instruction (e.g., Chi, Roy & Hausmann, in press; Craig et al. 2000; Driscoll et al. 2003) <ins style="font-weight: bold; text-decoration: none;">[[Craig questions]]</ins>, or</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; Craig, et al. 2006 )</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* different kinds of dyadic instruction, e.g., being a tutee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; Craig, et al. 2006)</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>"Learning by observing" is a somewhat broader term. </div></td></tr>
</table>
Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5185&oldid=prev
Scraig@pitt.edu at 18:21, 23 May 2007
2007-05-23T18:21:02Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:21, 23 May 2007</td>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura () to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction. Although the learning situation is often presented as video, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Vicarious Learning, although originally coined by Bandura (<ins style="font-weight: bold; text-decoration: none;">1962</ins>) to refer to learning of behavior (e.g., aggression) form watching videos of that behavior, it is used here to refer to a [[instructional method]] that occurs when learners see and/or hear a learning situation (i.e., a observed learner in an instructional situation) for which they are not the addressees and do not interact with the observed learner nor the observed learner's instruction. Although the learning situation is often presented as video, the definition encompasses live vicarious learning, e.g., students watching another student at the front of the class interacting with the teacher. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When manipulated, this variable often involves a contrast with</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium of motivation (pp. 211-269). Lincoln: University of Nebraska Press. </ins></div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Chi, M. T. H., Roy, M., & Hausmann, R. G. M. (in press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.'' </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Craig, S. D., Driscoll, D., & Gholson, B. (2004). Constructing knowledge from dialog in an intelligent tutoring system: Interactive learning, vicarious learning, and pedagogical agents. ''Journal of Educational Multimedia and Hypermedia, 13'', 163-183. [http://andes3.lrdc.pitt.edu/~scraig/publications/Craigetal2004VL.pdf]</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Craig, S. D., Sullins, J., Witherspoon, A. & Gholson, B. (2006). Deep-Level Reasoning Questions effect: The Role of Dialog and Deep-Level Reasoning Questions during Vicarious Learning. ''Cognition and Instruction, 24(4)'', 565-591.</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* </ins>Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</ins></div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td></tr>
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Scraig@pitt.edu
https://learnlab.org/mediawiki-1.44.2/index.php?title=Vicarious_learning&diff=5184&oldid=prev
Scraig@pitt.edu at 18:15, 23 May 2007
2007-05-23T18:15:45Z
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:15, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education (Special Issue: Analyzing Educational Dialogue Interaction), 11, 242-253. </div></td></tr>
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Scraig@pitt.edu