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• Self Efficacy
  ...eories, as we have seen: self-efficacious students will be more optimistic about their chances of success and therefore will show greater persistence. The s '''Accuracy of self-efficacy beliefs.''' (Need to cite some research about how accurate people's self-efficacy beliefs tend to be.) It is generally b
  10 KB (1,359 words) - 16:51, 18 January 2009
• Sense making
  ...gher-level thinking to create knowledge independent of instruction. PSLC research focuses on facilitating sense making through two broad categories of instru
  1 KB (201 words) - 21:57, 27 May 2007
• Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
  ...representations are often used and likely to support robust learning. This research will contribute to the literature on early mathematics learning, learning w ...of early mathematics learning: fractions. Both teachers’ experiences and research in educational psychology show that students have difficulties with fractio
  20 KB (2,603 words) - 16:29, 12 March 2011
• Social and Communicative Factors in Learning
  We will proceed with two interacting research strategies: one, expanding capacities for recording, coding and analyzing i ...R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A
  26 KB (3,417 words) - 13:39, 4 April 2013
• Spanish fluency
  == Research Questions == The fourth research question was about the extent to which students are aware of their own speech and whether they
  4 KB (616 words) - 17:48, 22 October 2009
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  | '''Other Contributers''' || <b>Research Programmers/Associates:</b> Alyssa D. Kaye, Jenna E. Small <br> ...used in conjunction with texts to facilitate learning, but little is known about what type of graphics are most effective for learning different science con
  17 KB (2,384 words) - 16:35, 26 July 2007
• Stoichiometry Study
  ===Research Questions=== These research questions led us to the following three hypotheses:
  18 KB (2,697 words) - 14:49, 17 January 2008
• Student Uncertainty
  ...hen (2003) note, student confusion and frustration indicate an uncertainty about what to do next or how to act, or a need for clarification or more informat === Research question ===
  23 KB (3,228 words) - 18:13, 12 March 2008
• Student uncertainty
  ..., Litman and Forbes-Riley (2004a/b); Bhatt et al. (2004)). Underlying such research is the intuition that human tutors can readily use such cues to detect when
  1 KB (222 words) - 19:47, 16 February 2007
• The Help Tutor Roll Aleven McLaren
  ...e system]]" or do not [[self-explanation|self-explain]] enough. Similarly, research shows that students' [[help-seeking behavior]] leaves much room for improve Research shows that students do not use their help-seeking konwledge components appr
  30 KB (4,298 words) - 00:11, 16 December 2010
• The Impact of Native Writing Systems on 2nd Language Reading
  Research question
  2 KB (355 words) - 19:15, 26 July 2007
• The self-correction of speech errors (McCormick, O’Neill & Siskin)
  ...ctive feedback in second language acquisition and second language pedagogy research literature, few studies address the issue of the learner as the source of f In a discussion about providing pronunciation feedback, Goodwin (2001) mentions self-correction,
  17 KB (2,302 words) - 15:47, 11 January 2008
• Think-aloud data
  ...st can see what it is on the computer screen that participants are talking about and doing. Speech quality is often better if students wear close-talk head There has been controversy and research about whether think-aloud data collection affects students' cognition. After man
  1 KB (177 words) - 13:59, 24 October 2008
• Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice
  === Research question ===
  2 KB (264 words) - 16:45, 3 December 2007
• Understanding paired associate transfer effects based on shared stimulus components
  === Research question ===
  6 KB (782 words) - 16:28, 3 December 2007
• Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII)
  18 KB (2,366 words) - 18:03, 12 May 2008
• Using learning curves to optimize problem assignment
  === Research question === Much intelligent tutoring system (ITS) research has been focused on designing new features to improve learning gains measur
  13 KB (1,965 words) - 21:20, 10 July 2009
• Using syntactic priming to increase robust learning
  ...nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psych == Research questions ==
  10 KB (1,412 words) - 14:43, 27 May 2009
• Variable Learning II
  ...etter learning as a demonstrated by a study involving students who learned about how a bill becomes a law from one of three different formats: text, unenhan ...NS), no such benefit of knowledge maps was demonstrated for information on research designs. The authors speculate that this may be due to the greater familia
  9 KB (1,311 words) - 19:36, 5 June 2009
• Vicarious learning
  ...M. (in press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.'' * Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring ses
  3 KB (431 words) - 01:58, 12 December 2007

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