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• E-Learning Design Principles and Methods 2016
  ...] and [[Media:Gomoll-90.pdf|Gomoll paper]] -- [[Media:L05_Think_Aloud_2014-Lovett-Gomoll-for_syllabus.pptx|Slides]]
  19 KB (2,631 words) - 18:32, 26 July 2017
• E-Learning Design Principles and Methods 2017
  ...] and [[Media:Gomoll-90.pdf|Gomoll paper]] -- [[Media:L05_Think_Aloud_2014-Lovett-Gomoll-for_syllabus.pptx|Slides]]
  19 KB (2,647 words) - 14:30, 24 August 2017
• Educational Research Methods 10
  =====Video and Verbal Protocol Analysis (Lovett, Rosé) =====
  19 KB (2,736 words) - 11:14, 3 December 2011
• Educational Research Methods 2014
  ** Guest Instructors: Marsha Lovett & Carolyn Rose =====Video and Verbal Protocol Analysis (Lovett, Rosé) =====
  35 KB (5,226 words) - 14:21, 24 October 2016
• Educational Research Methods 2017
  Other instructors: Carolyn Rose, Marsha Lovett, Amy Ogan, Rebecca Nugent, Richard Scheines ** Guest Instructors: Marsha Lovett & Carolyn Rose
  27 KB (4,033 words) - 15:47, 23 April 2017
• Hausmann Study
  ...ipants who read the corresponding inferences. Thus, of our two hypotheses, Lovett’s experiment supports the Attention hypothesis: the content of self-expla ...e Generation hypothesis, but both studies confounded two variables. In the Lovett study, the student-produced and author-provided explanations were of differ
  17 KB (2,318 words) - 20:15, 15 December 2010
• Instructional schedule
  ...model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth Internat
  4 KB (582 words) - 12:46, 8 September 2011
• PSLC People
  | Lovett, Marsha || Carnegie Mellon University || Psychology | Marsha Lovett || Carnegie Mellon || Eberly Center
  10 KB (1,204 words) - 19:07, 9 September 2014
• Prompted self-explanation hypothesis
  ...t. The quality of the self-explanations themselves can be highly variable (Lovett, 1992; Renkl, 1997). One instructional intervention that has been shown to Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits
  13 KB (1,979 words) - 14:50, 23 January 2009
• Prompted self-explanation principle
  ...t. The quality of the self-explanations themselves can be highly variable (Lovett, 1992; Renkl, 1997). One instructional intervention that has been shown to Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits
  14 KB (1,991 words) - 05:52, 7 May 2010
• Publications
  Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principl ...'s understanding of error and variability in experimental outcomes. In M. Lovett & P. Shaw, P. (Eds) Thinking With Data. Mawah, NJ: Erlbaum.
  338 KB (45,437 words) - 20:03, 6 February 2017
• Visual-Verbal Learning (Aleven & Butcher Project)
  *Lovett, M. C., & Anderson, J. R. (1994). Effects of solving related proofs on memo
  18 KB (2,364 words) - 20:28, 16 February 2007
• Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
  ...vant visual similarities at the expense of conceptual problem differences (Lovett & Anderson, 1994). Even when visualizations depict helpful (rather than mis
  12 KB (1,545 words) - 00:39, 9 May 2009
• Worked example principle
  * Lovett, M.C. (1992). Learning by problem solving versus by examples: The benefits
  19 KB (2,786 words) - 15:52, 12 July 2017