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• Overconfidence in Self-Efficacy
  ..., behavioral, cognitive and environmental factors in a person’s learning process interact with each other reciprocally. Under this view, self-efficacy is ge ...at lent support to the predictive and mediational role of self-efficacy in learning [8][9]; however, there have also been some correlational studies that exhib
  10 KB (1,453 words) - 08:13, 26 March 2009
• PSLC GradStudents
  ...orld courses, and also to make use of field-based findings to generate new learning science theory. We accomplish these goals in part through utilizing a varie ...number of different opportunities for participating students, including a Learning Science Certificate Program, a Professional Development seminar, an Early C
  26 KB (4,112 words) - 21:35, 18 January 2024
• PSLC Integrated Project Summary
  ...es, Hausmann - [[Harnessing what you know]]: The role of analogy in robust learning ...y structured courses such as physics; however, the empirical literature on learning suggests that far transfer is much more difficult than traditional pedagogy
  54 KB (7,944 words) - 15:25, 2 June 2009
• Peer tutoring
  ...y a [[collaboration scripts|collaboration script]] that helps to guide the process of peer collaboration.
  399 bytes (47 words) - 16:27, 3 December 2007
• Personalization
  ...experiences, or typical patterns of language use, will lead to more robust learning through increased motivation, compared to when instruction is not personali ...n. According to the hypothesis, personalization will lead to more robust learning through increased motivation, compared to when instruction is not actively
  10 KB (1,401 words) - 13:50, 1 July 2008
• Physics
  ...osts specific research studies that measure the improvement in students’ learning caused by changes in the instruction. At this time (2010), it is sited in: ...s-Help | Scaffolding Problem Solving with Embedded Example to Promote Deep Learning (Ringenberg & VanLehn, 2005)]]
  26 KB (3,780 words) - 21:07, 6 September 2011
• Practice at Retrieval
  ...er, 1992) demonstrate the beneficial effects of "practice at retrieval" on learning. In these studies, practice at retrieval has been shown to be more effectiv ...sting sessions occur close in time, they are not as effective in enhancing learning as when these sessions are distributed, or spaced out, over time.
  6 KB (945 words) - 19:34, 5 June 2009
• Process of Remembering
  The process of remembering influences what learners will and will not remember in the f ...s should be responsible for learning all the materials covered to maximize learning, instructors test for relatively unimportant information. Testing in this
  4 KB (610 words) - 19:37, 5 June 2009
• Prompted self-explanation hypothesis
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  13 KB (1,979 words) - 14:50, 23 January 2009
• Prompted self-explanation principle
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  14 KB (1,991 words) - 05:52, 7 May 2010
• Providing optimal support for robust learning of syntactic constructions in ESL
  ...re context-appropriate use of ''syntactic constructions''. In some cases, learning when to use a syntactic construction is straightforward. In other cases, us ...a constraint-based model (''the Bresnan model''), combined with a model of learning (the Pavlik model), to select training examples that we will present in a w
  34 KB (4,979 words) - 13:58, 4 December 2008
• Publications
  ...A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass: John W ...ditors of Special Issue of the Journal of Educational Psychology: Advanced Learning Technologies.
  338 KB (45,437 words) - 20:03, 6 February 2017
• REAP Study on Focusing of Attention (Fall 2006)
  ...Therefore, focusing of attention on vocabulary words may in fact hurt the learning of those words when the student's task is to learn vocabulary. ...xercises. However, [[normal post-test]] measures showed no differences in learning. Therefore, students in the highlighting condition seemed particular prone
  6 KB (787 words) - 16:58, 29 March 2007
• REAP Study on Focusing of Attention (Spring 2007)
  ...Therefore, focusing of attention on vocabulary words may in fact hurt the learning of those words when the student's task is to learn vocabulary. ...xercises. However, [[normal post-test]] measures showed no differences in learning. Therefore, students in the highlighting condition seemed particular prone
  6 KB (892 words) - 15:11, 16 April 2007
• REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
  ...he instructional activity. The focused attention will lead to more robust learning of target vocabulary words. ...ls of the instructional activity. However, we believe that more efficient learning will occur when the efforts of students are aligned with the purpose and go
  5 KB (668 words) - 17:07, 25 September 2007
• REAP Study on Personalization of Readings by Topic (Fall 2006)
  on a reading and do not deeply process the text. Students often only read the dictionary definition for target words rather than attempting to process the entire context around the words. Inferring the meaning of
  12 KB (1,755 words) - 17:54, 30 May 2008
• REAP main
  ...oject investigates the effects of implicit and explicit instruction on the learning of word meanings. The REAP tutor ([[link|http://reap.cs.cmu.edu]]) is in L ''Implicit Learning'': The learning of meaning for a word from the context in which that word occurs.
  34 KB (4,901 words) - 19:19, 22 November 2010
• Refinement
  ...er which the knowledge is retrieved and should be applied. The refinement process may add a missing relevant feature to a knowledge component (a "discriminat ...w knowledge component with higher [[feature validity]]. Of course, during learning sometimes students may add an irrelevant feature condition to a knowledge c
  3 KB (429 words) - 20:09, 3 January 2008
• Repetition
  [[Category:Learning Processes]] Repetition is a fundamental learning process whereby practice frequency is accumulated. Frequency was first listed as a
  960 bytes (121 words) - 20:08, 12 December 2007
• Roll IPL
  == Invention as preparation for learning == ...ontrasting cases, prior to instruction and practice, can accelerate future learning, compared with instruction and practice alone (Schwartz & Martin, 2004).
  19 KB (2,798 words) - 11:45, 23 May 2009

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