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• Cognitive Factors
  ...gh we frame this section in terms of the new Cognitive Factors thrust, the research carried out during the 5th year has been initiated in the current Refinemen ...itive Factors Thrust concern how instructional procedures (e.g., decisions about the learner’s task, materials, practice, feedback) affect learning events
  12 KB (1,841 words) - 13:37, 29 August 2011
• Cognitive headroom
  ...nvolving "extraneous cognitive load", which is often done post-hoc in past research, but to develop predictive models to guide designers a priori in avoiding t
  2 KB (288 words) - 20:41, 27 May 2007
• Cognitive task analysis
  ...he differences between novices and experts in the development of knowledge about tasks (Redding, 1989)." ...arner": "While experts often possess an abundance of declarative knowledge about their specialty, the vast majority of their knowledge lies in their automat
  9 KB (1,236 words) - 15:22, 31 August 2011
• Competition Model
  ...been the subject of 45 empirical articles. It plays an important role in research on first and second language learning, and the study of language disorders.
  337 bytes (52 words) - 22:03, 5 April 2008
• Composition Effect Kao Roll
  === Research question === manipulated like single numbers or variables. Our research
  21 KB (2,889 words) - 14:51, 10 December 2009
• Composition Effect Kao Roll - old, please keep
  === Research question === - Mid-test: given after students learned about single-step problems and before composite problems
  5 KB (701 words) - 18:40, 9 April 2008
• Computational Modeling and Data Mining
  ...to realize the full potential of that resource – to make new discoveries about the nature of student learning – researchers need new and powerful knowle ...[User:Koedinger|Koedinger]] & Nathan, 2004; Nathan & Koedinger, 2000). Key research questions are: a) Can the discovery of a domain’s knowledge structure be
  16 KB (2,217 words) - 15:25, 31 August 2011
• Conceptual Learning in Chemistry
  ===Research Questions=== These research questions led us to the following two hypotheses:
  32 KB (4,436 words) - 15:06, 17 January 2008
• Contiguous Representations for Robust 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 (2,358 words) - 15:27, 31 August 2011
• Coordinative Learning
  == Research questions == *[[Learning About Emergence and Heat Transfer (Chi)]]
  14 KB (1,830 words) - 15:35, 31 August 2011
• Corrective self-explanation
  ...07), corrective self-explanation may uniquely improve conceptual knowledge about features in the equations. ...ong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.
  4 KB (526 words) - 15:28, 31 August 2011
• Craig observing
  This research project investigated why students learn from [[collaboratively observing]] === Research question ===
  13 KB (1,737 words) - 16:35, 7 October 2008
• Craig questions
  === Research question === ...nder revision). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.''
  11 KB (1,476 words) - 17:19, 15 November 2010
• DataShop
  * a central repository to secure and store research data ...-to-date on the latest DataShop news on our [http://pslcdatashop.org/about about] page.
  2 KB (230 words) - 13:45, 22 August 2013
• DataShop Feature Wish List
  ...ge [[Collected User Requests]]. Click on a feature to get more information about it, such as a description, rationale for building it, and its status. # [[Research Goals]]
  3 KB (402 words) - 13:48, 22 August 2013
• Deep-level question
  ...erson, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
  3 KB (333 words) - 02:00, 12 December 2007
• Development of a Novel Writing System
  Research question The basic research question are: 1) can participants learn to read words and text presented u
  5 KB (670 words) - 15:06, 13 July 2011
• DiBiano Personally Relevant Algebra Problems
  ...Texas high school. Freshman algebra students were surveyed and interviewed about their out-of-school interests, and were also asked to describe how they use The second stage of this research was an “in vivo” study that took place in Fall of 2009 at a Pennsylvani
  20 KB (2,839 words) - 15:37, 31 August 2011
• Direct process
  ...transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.
  670 bytes (102 words) - 19:19, 25 July 2007
• Does learning from examples improved tutored problem solving?
  ...t by an authorative figure (the textbook, teacher, or researcher). In this research context, the instructional explanation was generated by the experimenters a === Research question ===
  8 KB (1,141 words) - 20:03, 21 March 2008

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