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• REAP Comparison to Classroom Instruction (Fall 2006)
  ....cs.cmu.edu/]and in regular class vocabulary instruction was studied. This research therefore focused on a comparison of REAP with the vocabulary instruction t ...omparison of highlighted versus non lighted words,[http://www.learnlab.org/research/wiki/index.php/REAP_Study_on_Focusing_of_Attention_%28Spring_2007%29] ]
  20 KB (3,034 words) - 20:30, 13 May 2008
• REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
  ...nts were thirty undergraduate students (male = 11) participating in summer research programs at Carnegie Mellon University. The researcher predicted a positiv === Research question ===
  4 KB (529 words) - 22:36, 25 July 2007
• Refinement and Fluency
  = The PSLC Refinement and Fluency cluster = ...refinement]], and fluent control of critical [[knowledge components]]. The research of the cluster addresses a series of core propositions, including but not l
  13 KB (1,746 words) - 01:50, 2 February 2010
• Repetition
  [[Category:PSLC General]] ...G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory. (Vol. 10). New York: Academic Press.
  960 bytes (121 words) - 20:08, 12 December 2007
• Root node
  == PSLC theoretical hierarchy’s Root Node == PSLC research is primarily concerned with finding out what instructional environments, me
  3 KB (410 words) - 15:05, 13 October 2009
• Self-Determination
  [[Category:PSLC General]] == Research Examples ==
  10 KB (1,418 words) - 01:01, 26 March 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 See also The PSLC Theoretical Framework document and slides.
  1 KB (201 words) - 21:57, 27 May 2007
• Social and Communicative Factors in Learning
  ...ell as results from recent investigations. These results encouraged early PSLC efforts to “unpack” the nature of communicative interaction in instruct We will proceed with two interacting research strategies: one, expanding capacities for recording, coding and analyzing i
  26 KB (3,417 words) - 13:39, 4 April 2013
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  == Using Animated and Static Graphics to Scaffold Science Text Comprehension (PSLC Intern Project) == | '''Other Contributers''' || <b>Research Programmers/Associates:</b> Alyssa D. Kaye, Jenna E. Small <br>
  17 KB (2,384 words) - 16:35, 26 July 2007
• Stoichiometry Study
  ...Cognitive Tutor Authoring Tools]] (CTAT), a key enabling technology of the PSLC. A screen shot of the tutor we have been using in the studies is shown bel ===Research Questions===
  18 KB (2,697 words) - 14:49, 17 January 2008
• 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 ...erature, studies by Golonka (2000) and Shehadeh (2001) provide examples of research that involved aspects of student self-correction. In her dissertation, Gol
  17 KB (2,302 words) - 15:47, 11 January 2008
• 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
  == Research questions == * '''Research question 1''': Can errors in oral production be prevented by activating (i.
  10 KB (1,412 words) - 14:43, 27 May 2009
• Vicarious learning
  ...g et al. 2000; Craig, et al. 2006; Driscoll et al. 2003; [[Craig questions|PSLC project example]]) , or ...tee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing|PSLC project example]] )
  3 KB (431 words) - 01:58, 12 December 2007
• Visual-Verbal Learning (Aleven & Butcher Project)
  ...n as well as in conceptual rules/principles of geometry. The goals of this research are to investigate how coordination between and integration of visual and v === Research questions ===
  18 KB (2,364 words) - 20:28, 16 February 2007
• Worked example principle
  ...e examples and thus, the 8 problems would lead to more learning. But, much research has shown that students typically learn more deeply and more easily from th ...mselves (see the [[prompted self-explanation hypothesis]]) and, while more research is needed, providing explanations can sometimes distract students from doin
  19 KB (2,786 words) - 15:52, 12 July 2017
• Worked examples
  ...le computer-supported learning'' (pp. 184-192). Tübingen: Knowledge Media Research Center. [[Category:PSLC General]]
  4 KB (518 words) - 20:08, 24 May 2008
• Working memory
  [[Category:PSLC General]] ...ss whether the elements were digits, letters, words, or other units. Later research revealed that span does depend on the category of chunks used (e.g., span i
  2 KB (335 words) - 18:02, 20 December 2007

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