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• Applying optimal scheduling of practice in the Chinese Learnlab
  *Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K. (2007, accepted). Th
  11 KB (1,583 words) - 17:00, 3 December 2007
• Cognitive Factors
  ..., MacWhinney, Koedinger; reported in Pavlik, 2006), cues to French gender (Presson, MacWhinney, & Pavlik). Important is the generality of the optimization mod *[[Presson & MacWhinney - Second Language Grammar]]
  12 KB (1,841 words) - 13:37, 29 August 2011
• DataShop Pipeline
  | Phil Pavlik/Nora Presson | 07/06/07: Nora Presson to send data, no ETA yet.<br>
  27 KB (3,555 words) - 16:45, 21 July 2008
• FaCT System
  * Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S., MacWhinney, B. & Koedinger, K. (2007, accepted). Th
  2 KB (307 words) - 19:54, 12 December 2007
• French gender attention
  | Presson, MacWhinney ...s the research question in a previous study by [[French gender prototypes| Presson & MacWhinney]]. In that experiment, explicit instruction led to better gen
  11 KB (1,553 words) - 21:29, 18 August 2010
• French gender cue learning through optimized adaptive practice
  | Presson, MacWhinney
  11 KB (1,561 words) - 16:14, 5 December 2007
• French gender cues
  This is the main page for Presson and MacWhinnney's studies teaching students to use cues in French to determ *[[Learning French gender cues with prototypes]] (Presson, MacWhinney, & Pavlik): Overview of cue structure, introduction to trainin
  7 KB (955 words) - 13:40, 18 August 2010
• French gender prototypes
  | Presson, MacWhinney
  7 KB (1,026 words) - 22:16, 4 October 2008
• Instructional dimensions root
  ...ptimizing the practice schedule | Pavlik et al.]]; [[French gender cues | Presson & MacWhinney]]; [[Japanese fluency| Yoshimura & MacWhinney]]; [[Providing
  7 KB (934 words) - 12:44, 8 September 2011
• Learning French gender cues with prototypes
  | Presson, MacWhinney ...]) as in [[French gender cue learning through optimized adaptive practice |Presson, MacWhinney & Pavlik's]] previous gender learning study.
  12 KB (1,804 words) - 22:30, 4 October 2008
• Optimized scheduling
  * Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S.-m., MacWhinney, B., & Koedinger, K. R. (2007). The F * Pavlik Jr., P. I., Presson, N., & Koedinger, K. R. (2007). Optimizing knowledge component learning usi
  7 KB (933 words) - 15:43, 28 October 2009
• Optimizing the practice schedule
  * [[French gender cues]] (Presson-MacWhinney) **This project is part of Nora Presson's dissertation research and explores how to optimize practice for a skill t
  11 KB (1,506 words) - 22:30, 8 December 2008
• PSLC GradStudents
  - Turadg Aleahmad and Nora Presson have recently completed their Ph.D.'s !! Congrats! | Nora Presson || Carnegie Mellon, Psychology || Brian MacWhinney || presson@cmu.edu || I am studying how practice conditions can improve learning of se
  26 KB (4,112 words) - 21:35, 18 January 2024
• PSLC People
  | Nora Presson || Carnegie Mellon || Psychology
  10 KB (1,204 words) - 19:07, 9 September 2014
• Publications
  Presson, E., Davy, C. & MacWhinney, B. (2013). Experimentalized CALL for adult seco Presson, N. & MacWhinney, B. (2011). The Competition Model and language disorders
  338 KB (45,437 words) - 20:03, 6 February 2017
• Refinement and Fluency
  * [[French gender cues | French grammatical gender cue learning]] (Presson, MacWhinney) ...French gender cues with prototypes | Instruction of French gender cues]] (Presson, MacWhinney)
  13 KB (1,746 words) - 01:50, 2 February 2010