Oldest pages
Showing below up to 250 results in range #21 to #270.
View (previous 250 | next 250) (20 | 50 | 100 | 250 | 500)
- Robustness (17:14, 4 January 2007)
- Learning event space (18:01, 4 January 2007)
- Co-training of Chinese charact (17:12, 22 January 2007)
- Learning event practice (22:00, 29 January 2007)
- Savings in re-learning (22:31, 29 January 2007)
- Agent (02:35, 30 January 2007)
- Completely justified example (22:04, 30 January 2007)
- External representations (14:07, 8 February 2007)
- Conceptual knowledge (16:44, 12 February 2007)
- Collaboration skill (17:07, 12 February 2007)
- Bottom out hint (22:33, 13 February 2007)
- Learning impasse (18:41, 15 February 2007)
- Wizard of oz (WOZ) spoken dialogue tutoring system (18:42, 15 February 2007)
- Complete vs. incomplete example (20:02, 15 February 2007)
- Deep-level reasoning question (20:07, 15 February 2007)
- Individually observe (20:25, 15 February 2007)
- Collaboratively observing (20:27, 15 February 2007)
- Cognitive Tutors (22:18, 15 February 2007)
- Impasse (22:23, 15 February 2007)
- TuTalk (22:25, 15 February 2007)
- Zone of proximal development (23:10, 15 February 2007)
- Collaborative Problem-Solving Phase (08:47, 16 February 2007)
- Individual Problem-Solving Phase (08:48, 16 February 2007)
- Recapitulation Phase (08:48, 16 February 2007)
- Collaborative Problem-Solving Script (CPS) (08:49, 16 February 2007)
- Physics example line (18:07, 16 February 2007)
- Mapping (19:26, 16 February 2007)
- Student uncertainty (19:47, 16 February 2007)
- Visual-Verbal Learning (Aleven & Butcher Project) (20:28, 16 February 2007)
- Opportunity (18:42, 22 February 2007)
- Observation (18:58, 22 February 2007)
- Knowledge component model (19:39, 27 February 2007)
- Learning curve (19:46, 27 February 2007)
- Contiguous Representation (17:15, 2 March 2007)
- Self-correction (22:06, 7 March 2007)
- Incorrect worked examples (16:50, 19 March 2007)
- Drill (16:42, 21 March 2007)
- Task demands (17:02, 21 March 2007)
- Individual differences (18:12, 21 March 2007)
- Path choice (14:53, 27 March 2007)
- Path effects (14:59, 27 March 2007)
- Hanzi (14:11, 29 March 2007)
- Pinyin (14:12, 29 March 2007)
- Understanding the proactive encoding inhibition effect, proactive retrieval inhibition effect and the retroactive destructive interference effect of errors during practice (14:13, 29 March 2007)
- REAP Study on Focusing of Attention (Fall 2006) (16:58, 29 March 2007)
- Coordination (18:35, 30 March 2007)
- Collaborative learning environment (19:56, 30 March 2007)
- Help-seeking behavior (16:25, 31 March 2007)
- Clicking through hints (16:30, 31 March 2007)
- Hint sequence (16:34, 31 March 2007)
- Help avoidance (16:37, 31 March 2007)
- Normal post-test (23:59, 5 April 2007)
- Retention (00:02, 6 April 2007)
- A word-experience model of Chinese character learning (18:50, 8 April 2007)
- Macro level (19:18, 8 April 2007)
- Assistance Hypothesis (19:43, 8 April 2007)
- Ecological control group (21:32, 10 April 2007)
- Unlabeled examples (21:34, 10 April 2007)
- Example (21:42, 10 April 2007)
- Macro-level framework (02:27, 13 April 2007)
- Treatment (15:53, 13 April 2007)
- Note-Taking: Focusing On Quantity (18:06, 13 April 2007)
- Note-Taking: Restriction and Selection (18:21, 13 April 2007)
- REAP Study on Hearing Words Pronounced (Summer 2007) (15:31, 14 April 2007)
- Note-Taking: Copy Paste (23:31, 14 April 2007)
- Note-Taking Technologies (23:49, 14 April 2007)
- Collaboratively observe (14:29, 16 April 2007)
- Cognitive Tutor Authoring Tools (14:37, 16 April 2007)
- REAP Study on Focusing of Attention (Spring 2007) (15:11, 16 April 2007)
- Prompting (09:20, 18 April 2007)
- Jointly constructed explanation (09:21, 18 April 2007)
- Reflection questions (10:09, 18 April 2007)
- Mental rotations during vocabulary training (12:29, 18 April 2007)
- Learning by worked-out examples (21:37, 19 April 2007)
- Scaffolding (22:39, 19 April 2007)
- Handwriting Algebra Tutor (02:44, 23 April 2007)
- Visual-verbal coordination (20:03, 23 April 2007)
- Learning events (15:52, 2 May 2007)
- Accessibility (13:21, 5 May 2007)
- Transfer (14:01, 9 May 2007)
- Glossary Instructions (14:32, 9 May 2007)
- Musings on Learning Events (00:03, 11 May 2007)
- Collaboration (19:34, 23 May 2007)
- Error correction support (15:01, 24 May 2007)
- Cognitive headroom (20:41, 27 May 2007)
- Sense making (21:57, 27 May 2007)
- Cue validity (14:19, 28 May 2007)
- Long-term retention (13:38, 31 May 2007)
- Step (13:57, 7 June 2007)
- Transaction (13:57, 7 June 2007)
- FAQ for teachers (19:25, 28 June 2007)
- Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher) (21:37, 17 July 2007)
- Direct process (19:19, 25 July 2007)
- Indirect process (19:20, 25 July 2007)
- REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007) (22:36, 25 July 2007)
- Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi) (16:35, 26 July 2007)
- A Novel Writing System (17:26, 26 July 2007)
- The Impact of Native Writing Systems on 2nd Language Reading (19:15, 26 July 2007)
- Fluency Summer Intern Project (04:32, 4 August 2007)
- Co-training (16:40, 20 August 2007)
- Within classroom design (12:43, 5 September 2007)
- REAP Study on Highlighting Target Vocabulary to Focus Learner Attention (17:07, 25 September 2007)
- Integration (19:39, 4 October 2007)
- Between classroom design (20:13, 30 October 2007)
- REAP ET/UseCases (15:23, 2 November 2007)
- REAP ET/Use Cases/StudentTakesSession (20:26, 2 November 2007)
- REAP ET/Class Diagram (01:37, 5 November 2007)
- REAP ET (02:19, 5 November 2007)
- REAP ET/Sequence Diagram (02:21, 5 November 2007)
- Recency (21:38, 2 December 2007)
- Optimal spacing interval (21:46, 2 December 2007)
- Spaced practice (21:48, 2 December 2007)
- Temporal spacing (21:48, 2 December 2007)
- Wide spacing interval (21:49, 2 December 2007)
- Reliability (15:37, 3 December 2007)
- Peer tutoring (16:27, 3 December 2007)
- Understanding paired associate transfer effects based on shared stimulus components (16:28, 3 December 2007)
- Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice (16:45, 3 December 2007)
- Applying optimal scheduling of practice in the Chinese Learnlab (17:00, 3 December 2007)
- Mastery (01:30, 4 December 2007)
- Cue reliability (21:12, 4 December 2007)
- Cue availability (21:13, 4 December 2007)
- French gender cue learning through optimized adaptive practice (16:14, 5 December 2007)
- Response bias (16:15, 5 December 2007)
- Help abuse (00:40, 11 December 2007)
- Off-Task Behavior (00:54, 11 December 2007)
- Vicarious learning (01:58, 12 December 2007)
- Deep-level question (02:00, 12 December 2007)
- Fluency Pressure (02:50, 12 December 2007)
- Tutoring feedback (02:55, 12 December 2007)
- Example-rule coordination (03:40, 12 December 2007)
- Interaction plateau (03:42, 12 December 2007)
- Deep/Reflection questions (04:15, 12 December 2007)
- Automaticity (18:59, 12 December 2007)
- Competition (19:04, 12 December 2007)
- Competitive interference (19:05, 12 December 2007)
- Consolidation (19:12, 12 December 2007)
- Destructive interference (19:29, 12 December 2007)
- Encoding inhibition (19:49, 12 December 2007)
- FaCT System (19:54, 12 December 2007)
- Fluency (19:57, 12 December 2007)
- Expanding spacing interval (20:01, 12 December 2007)
- Learning event scheduling (20:03, 12 December 2007)
- Linking (20:04, 12 December 2007)
- Repetition (20:08, 12 December 2007)
- Retrieval inhibition (20:11, 12 December 2007)
- Stability (20:12, 12 December 2007)
- Strength (20:16, 12 December 2007)
- Forgetting (12:28, 15 December 2007)
- Working memory (18:02, 20 December 2007)
- Micro level (19:27, 3 January 2008)
- Refinement (20:09, 3 January 2008)
- Error rate (10:15, 8 January 2008)
- Assistance score (10:15, 8 January 2008)
- Practice (17:48, 8 January 2008)
- The self-correction of speech errors (McCormick, O’Neill & Siskin) (15:47, 11 January 2008)
- Emergece Project (Chi) (21:01, 11 January 2008)
- Post-practice reflection (18:46, 13 January 2008)
- Learning About Emergence and Heat Transfer (Chi) (20:54, 16 January 2008)
- Stoichiometry Study (14:49, 17 January 2008)
- Conceptual Learning in Chemistry (15:06, 17 January 2008)
- REAP ET/Use Cases/ResearcherSetsUpInterface (00:03, 7 February 2008)
- Cl2-18 (18:32, 18 February 2008)
- Contiguity (19:16, 3 March 2008)
- Co-training and pairing (01:01, 12 March 2008)
- Learning Chinese pronunciation from a “talking head†(15:02, 12 March 2008)
- Student Uncertainty (18:13, 12 March 2008)
- Modality Principle (08:13, 14 March 2008)
- E-Learning Principles (08:15, 14 March 2008)
- Politeness Principle (12:42, 19 March 2008)
- Does learning from examples improved tutored problem solving? (20:03, 21 March 2008)
- Comparing sets (18:30, 24 March 2008)
- Invention task (18:31, 24 March 2008)
- Procedural tasks (18:33, 24 March 2008)
- Roll help seeking principle (16:20, 25 March 2008)
- Learning the role of radicals in reading Chinese (20:26, 26 March 2008)
- Japanese fluency (21:46, 5 April 2008)
- Lexical effects (22:01, 5 April 2008)
- Competition Model (22:03, 5 April 2008)
- Valid features (01:30, 7 April 2008)
- Spelling rules (01:39, 7 April 2008)
- Composition Effect Kao Roll - old, please keep (18:40, 9 April 2008)
- IPL Instructional Principles (18:40, 9 April 2008)
- Robust learning (20:53, 10 April 2008)
- REAP Study on Vocabulary Stretch (Spring 2006) (16:58, 18 April 2008)
- REAP Study on Question Types (Summer 2006) (16:59, 18 April 2008)
- Note-Taking: Coordination (14:44, 21 April 2008)
- ELI Study on Activity Theory and student use of REAP (Spring 2007) (19:58, 21 April 2008)
- Co-presence Of Text (09:03, 22 April 2008)
- REAP Study on Word Sense Disambiguation (Summer 2007) (17:57, 24 April 2008)
- Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher) (18:03, 12 May 2008)
- REAP Comparison to Classroom Instruction (Fall 2006) (20:30, 13 May 2008)
- Knowledge decomposability hypothesis (18:41, 20 May 2008)
- Knowledge component hypothesis (18:42, 20 May 2008)
- Assistance (01:23, 23 May 2008)
- Worked examples (20:08, 24 May 2008)
- Self-explanation (20:13, 24 May 2008)
- REAP Study on Personalization of Readings by Topic (Fall 2006) (17:54, 30 May 2008)
- Personalization (13:50, 1 July 2008)
- CTAT (10:57, 9 July 2008)
- DataShop Pipeline (16:45, 21 July 2008)
- Integrated Learning of Chinese (00:07, 29 September 2008)
- French gender prototypes (22:16, 4 October 2008)
- Learning French gender cues with prototypes (22:30, 4 October 2008)
- Craig observing (16:35, 7 October 2008)
- FrenchCulture (17:39, 7 October 2008)
- Intelligent Writing Tutor (02:32, 8 October 2008)
- Ringenberg Examples-as-Help (15:40, 8 October 2008)
- Hausmann Study2 (14:38, 10 October 2008)
- Hausmann Diss (17:02, 10 October 2008)
- Self-explanation: Meta-cognitive vs. justification prompts (17:36, 10 October 2008)
- Plateau study (18:08, 10 October 2008)
- McLaren et al - Conceptual Learning in Chemistry (08:34, 21 October 2008)
- Think-aloud data (13:59, 24 October 2008)
- Accelerated future learning (17:37, 31 October 2008)
- Co-training of Chinese characters (03:13, 3 November 2008)
- Post-practice reflection (Katz) (20:16, 3 November 2008)
- Reflective Dialogues (Katz) (20:18, 3 November 2008)
- Direct instruction (20:13, 7 November 2008)
- Procedural (13:31, 11 November 2008)
- 1-13-09 ERM (16:18, 1 December 2008)
- 1-15-09 ERM (16:19, 1 December 2008)
- 1-20-09 ERM (16:19, 1 December 2008)
- 1-22-09 ERM (16:20, 1 December 2008)
- 1-27-09 ERM (16:20, 1 December 2008)
- 1-29-09 ERM (16:20, 1 December 2008)
- 2-3-09 ERM (16:22, 1 December 2008)
- Providing optimal support for robust learning of syntactic constructions in ESL (13:58, 4 December 2008)
- Fluency Summer Intern Project 2008 (20:03, 8 December 2008)
- Optimizing the practice schedule (22:30, 8 December 2008)
- Metacognition (03:31, 9 December 2008)
- Self Efficacy (16:51, 18 January 2009)
- Self-Determination (01:01, 26 March 2009)
- Overconfidence in Self-Efficacy (08:13, 26 March 2009)
- Gifted (12:08, 26 March 2009)
- Locus of Control (13:48, 26 March 2009)
- Visual-verbal integration (01:54, 23 April 2009)
- Toothbrush Problem (17:19, 3 May 2009)
- Educational Game Design and its attributes that helps learning (16:12, 4 May 2009)
- Extending Reflective Dialogue Support (Katz & Connelly) (21:07, 4 May 2009)
- Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven) (00:39, 9 May 2009)
- Goal setting and its constructs (18:39, 13 May 2009)
- Learning a tonal language: Chinese (01:00, 14 May 2009)
- Leverage Learning from Chemistry Visualizations (Ming & Schoenfield) (18:17, 14 May 2009)
- Ringenberg Ill-Defined Physics (19:16, 15 May 2009)
- Accurate knowledge estimates principle (14:50, 16 May 2009)
- Educational Game Design and its attributes that affect learning (11:03, 19 May 2009)
- Chunking (15:40, 19 May 2009)
- Enhancing Learning through Computer Animation (20:55, 19 May 2009)
- Roll IPL (11:45, 23 May 2009)
