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• Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
  ...Contributors''' || <b>Research Programmers/Associates:</b> Thomas Bolster (Research Associate, CMU HCII) Preliminary results indicate that the handwriting students finished in about half the time that the keyboard students took (14.7 minutes vs 27.0 minutes
  8 KB (1,123 words) - 17:28, 2 November 2010
• Learning About Emergence and Heat Transfer (Chi)
  ==Learning about Emergence and Heat Transfer == ...uld extend the learning framework of PSLC by incorporating new information about conceptual change.
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning Chinese pronunciation from a “talking head”
  == Research question == ...racter, we believe it is a very effective learning method. Dr. Massaro’s research group is currently working on developing a animated 3D Chinese virtual spea
  6 KB (798 words) - 15:02, 12 March 2008
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  Previous research in our lab has shown that there was a benefit for vocabulary learning when ...er of exposure to definition and context play a role? In addressing these research questions we will be extending previous work with native speakers of Englis
  17 KB (2,431 words) - 19:56, 2 July 2009
• Learning French gender cues with prototypes
  ...izing the practice schedule | Pavlik]]. This is the same system and basic research design (the [[FaCT System]]) as in [[French gender cue learning through opt ==Research question==
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  == Research question == ...tone in Chinese syllables, the number of homophones is reduced. There are about 1,300 tone syllables in spoken Chinese (Taylor & Taylor, 1995).
  6 KB (820 words) - 01:00, 14 May 2009
• Learning the role of radicals in reading Chinese
  == Research Question == Previous research has shown that non-native learners of Chinese do not discern the presence o
  6 KB (890 words) - 20:26, 26 March 2008
• Leverage Learning from Chemistry Visualizations (Ming & Schoenfield)
  commonalities between the concepts represented. The research proposed here will examine === Research questions ===
  3 KB (313 words) - 18:17, 14 May 2009
• Locus of Control
  ...veloped Locus of Control Scales that are commonly used in Locus of Control research. ...ifferent motivational measures and may therefore be relevant to many other research topics, particularly those that attempt to construct a holistic approach to
  11 KB (1,580 words) - 13:48, 26 March 2009
• Long-term retention
  PSLC member Tim Nokes is further pursing this line of research and particularly how instruction that supports integrated or coordinated pr
  4 KB (637 words) - 13:38, 31 May 2007
• Macro-level framework
  The overarching research goal of the PSLC is to understand [[robust learning]], and in particular, t
  4 KB (597 words) - 02:27, 13 April 2007
• Main Page
  ...e complexity of their combinations, and recommendations for LearnLab style research to address this complexity. ...and [https://learnlab.org/index.php/computational-modeling-and-data-mining-research-thrust/ Computational Modeling and Data Mining].
  8 KB (1,241 words) - 12:48, 5 September 2019
• Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
  ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...ion as well as in conceptual rules/principles of geometry. The goal of the research described here is to determine if [[implicit instruction]]al events that us
  13 KB (1,687 words) - 20:19, 15 December 2010
• Math Game Elements
  ...PSLC summer intern); Michael Ringenberg, Shawn Snyder, Martin van Velsen (Research Programmers, CMU HCII); BJ Nartker(Artist, independent contractor)
  7 KB (1,126 words) - 20:13, 7 January 2010
• Mayer and McLaren - Social Intelligence And Computer Tutors
  * Seiji Isotani, Carnegie Mellon University, research and programming ===Research Questions===
  9 KB (1,397 words) - 22:28, 20 November 2009
• McLaren et al - Conceptual Learning in Chemistry
  ===Research Questions=== These research questions led us to the following two hypotheses:
  33 KB (4,408 words) - 08:34, 21 October 2008
• McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  ...s at a university and three high schools. A fourth version of the study is about to conclude. ===Research Questions===
  24 KB (3,509 words) - 20:20, 15 December 2010
• Mental rotations during vocabulary training
  ...s and pictures in unusual orientations (one presentation of each). In past research, learning vocabulary in association to pictures in unusual orientations was 3. Research question
  6 KB (950 words) - 12:29, 18 April 2007
• Metacognition
  ...e that "metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the cours ...n includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem
  4 KB (527 words) - 03:31, 9 December 2008
• Metacognition and Motivation
  ...gnition and motivation to increase the robustness of student learning. Our research will focus on a small number of metacognitive abilities (e.g., help seeking ...to place greater emphasis on issues of motivation within learning sciences research than has been done so far within the PSLC.
  8 KB (1,110 words) - 15:43, 21 July 2011

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