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• A word-experience model of Chinese character learning
  ...l analytical framework for examining the factors that contribute to robust learning across many domains.
  2 KB (289 words) - 18:50, 8 April 2007
• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  Adaptive collaborative learning support, where an intelligent system assesses student collaboration as it o ...improving student interaction. The majority of the adaptive collaborative learning systems that have been developed have not been evaluated, and thus it is st
  19 KB (2,778 words) - 07:48, 19 August 2011
• Analogical Scaffolding in Collaborative Learning
  == Analogical Scaffolding in Collaborative Learning == ...y examining their verbal protocols. Learning will be assessed via [[robust learning|robust]] measures such as long-term retention and [[transfer]].
  19 KB (2,592 words) - 23:23, 2 July 2010
• Analogical comparison
  ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b [[Category: Learning Processes]]
  1,018 bytes (121 words) - 13:29, 29 August 2011
• Analogical comparison principle
  ...two examples, students can focus on the causal structure and improve their learning about the concept. ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b
  5 KB (732 words) - 21:55, 4 December 2009
• Application of SimStudent for Error Analysis
  ==Towards a theory of learning errors== ...mponents later when solving problems. We utilize a computational model of learning, called [http://www.SimStudent.org SimStudent] that learns cognitive skills
  10 KB (1,552 words) - 13:30, 29 August 2011
• Arithmetical fluency project
  ...become more refined and accessible, through a reinforcement-based learning process that is mediated by the basal ganglia. Because basic representation of num ...blems lead to the refinement, via mediation of basal ganglia reinforcement learning mechanisms, of “number sense” representations in inferior parietal cort
  9 KB (1,289 words) - 14:57, 28 December 2006
• Assistance Dilemma English Articles
  ...students self-explain and thereby adding difficulty aids or harms eventual learning outcomes. ...k has demonstrated the effectiveness of self-explanation to enhance robust learning across multiple math and science domains and a variety of learners. Our goa
  10 KB (1,339 words) - 19:08, 17 November 2009
• Avoid Passive Learning
  To promote in-depth understanding, avoid passive learning situations where a lone teacher mostly lectures while learners take notes. ...ing information to a receptive yet passive audience. This is fine for rote learning but not particularly conducive promoting to deep understanding.
  5 KB (784 words) - 19:36, 5 June 2009
• Baker Choices in LE Space
  == How Content and Interface Features Influence Student Choices Within the Learning Spaces== ...lso investigated how the content and presentational/interface aspects of a learning environment influence whether students tend to choose a gaming the system s
  27 KB (3,907 words) - 21:26, 5 December 2009
• Booth
  ...easures of [[long-term retention]], [[transfer]], and [[accelerated future learning]]. ...e]] with tutored [[procedural]] exercises effective for improving [[robust learning]] of algebraic problem-solving?
  13 KB (1,763 words) - 20:16, 15 December 2010
• Chunking
  The process by which [[knowledge components]] are reorganized into larger structures an ...then generalized into global patterns. First language learning involves a process of generalization moving across these phases. Over time, these chunks and
  3 KB (376 words) - 15:40, 19 May 2009
• Co-training and pairing
  *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 2) ...nglish speakers learn to speak and read Chinese under various coordinative learning conditions.
  4 KB (514 words) - 01:01, 12 March 2008
• Cognitive load
  ...person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]]. ...g [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous
  1 KB (211 words) - 15:23, 27 August 2013
• Collaboration scripts
  ...instructional method]] that structures the [[collaboration|Collaboration]] process by guiding the interacting partners through a sequence of interaction phase ...ight otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts int
  2 KB (238 words) - 15:24, 31 August 2011
• Conceptual Learning in Chemistry
  ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...t dynamic adaptation of the collaboration scripts can further improve that learning.
  32 KB (4,436 words) - 15:06, 17 January 2008
• Condition in Student-Step Rollup
  ...(i.e., the differences in the log data - more errors, more hints, steeper learning curves, etc.). Without the condition data you would not be able to do this.
  3 KB (503 words) - 14:34, 16 May 2011
• Consolidation
  ...r learning through consolidation, which can result from various kinds of [[learning events]], including both those that we categorize as foundational skill bui Consolidation occurs over multiple timescales and may continue long after a learning event. Consolidation may refer to automatic processes operating on a neural
  2 KB (199 words) - 19:12, 12 December 2007
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  == Learning with Diagrams in Geometry: Strategic Support for Robust Learning == ...bal [[knowledge components]], and how these processes may support [[robust learning]].
  18 KB (2,358 words) - 15:27, 31 August 2011
• Coordination
  A process for achieving self-supervised learning by integrating information from multiple sources or reasoning methods. Coordination refers both to the process of mapping between relevant visual and verbal information as well as to pro
  711 bytes (103 words) - 18:35, 30 March 2007
• Coordinative Learning
  = The PSLC Coordinative Learning cluster = ...has multiple [[sources]]/methods available, two factors that might impact learning are:
  14 KB (1,830 words) - 15:35, 31 August 2011
• Craig questions
  == Investigating the robustness of vicarious learning: Sense making with deep-level reasoning questions == ...self-explanation]]). It is also not known if this effect can be useful for learning outside the lab setting.
  11 KB (1,476 words) - 17:19, 15 November 2010
• DataShop 3.x Features
  ==== Learning Curve Point Info [Actual: 6 weeks?] ==== As a researcher exploring learning curves, I'd like to see more information about a data point.
  8 KB (1,217 words) - 21:58, 4 November 2009
• DataShop Pipeline
  | "The CoChemEx Project: Conceptual Chemistry Learning through Experimentation and Adaptive Collaboration" | Improving Algebra Learning and Collaboration
  27 KB (3,555 words) - 16:45, 21 July 2008
• DiBiano Personally Relevant Algebra Problems
  ...ts’ personal interest in story contexts affects performance and [[robust learning]]. ...hat personalization of story problems has the potential to support student learning, using qualitative data analysis methods.
  20 KB (2,839 words) - 15:37, 31 August 2011
• Does learning from worked-out examples improve tutored problem solving?
  == Does learning from worked-out examples improve tutored problem solving? == ...continually fading the worked-out steps the student will have more optimal learning instances than either from only fully worked-out problems or only problem s
  27 KB (3,900 words) - 15:38, 31 August 2011
• Educational Game Design and its attributes that affect learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th ...ght up based on motivation theory to look into computer game’s effect on learning: challenge, fantasy and curiosity (Habgoods et al. 2005).
  10 KB (1,566 words) - 11:03, 19 May 2009
• Educational Game Design and its attributes that helps learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th Cognitive learning process and its attributes related to educational game
  5 KB (615 words) - 16:12, 4 May 2009
• Educational Research Methods 10
  ==Research Methods for the Learning Sciences 85-748== ...], [[Metacognition and Motivation]], [[Social and Communicative Factors in Learning]], and [[Computational Modeling and Data Mining]]
  19 KB (2,736 words) - 11:14, 3 December 2011
• Educational Research Methods 2014
  ===Research Methods for the Learning Sciences 05-748=== These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors with insight into what aspects
  35 KB (5,226 words) - 14:21, 24 October 2016
• Effect of adding simple worked examples to problem-solving in algebra learning
  This ''in vivo'' experiment compared differences in learning that occur when students problem solve vs when they problem solve aided by ...the [[robust learning]] measures of [[transfer]] and [[accelerated future learning]]. Copying the problem the first time the students encountered a particula
  4 KB (605 words) - 15:40, 31 August 2011
• Emergece Project (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  25 KB (3,832 words) - 21:01, 11 January 2008
• Example-rule coordination
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (607 words) - 03:40, 12 December 2007
• Example-rule coordination principle
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (610 words) - 15:41, 31 August 2011
• Extending Reflective Dialogue Support (Katz & Connelly)
  == Extending Automated Dialogue Support for Robust Learning of Physics == ...s (Katz)|(Katz, Connelly, & Treacy)]] by trying to better support [[robust learning]] via a third condition in which students work through longer dialogues des
  19 KB (2,538 words) - 21:07, 4 May 2009
• FAQ for teachers
  ...ion helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which inst ...each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.
  5 KB (834 words) - 19:25, 28 June 2007
• Feature focusing
  Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant [[featur ...may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[str
  4 KB (464 words) - 22:05, 4 December 2009
• Feature validity
  [[Category:Coordinative Learning]] ...component are all relevant and none are irrelevant. Through the learning process of [[refinement]] a learner may modify an existing KC to produce a new one
  2 KB (232 words) - 15:43, 31 August 2011
• Fluency Summer Intern Project 2008
  ...ing 2008 for Study 2 of the project [[Fostering fluency in second language learning]] (De Jong, Halderman, and Perfetti). ...nces, followed by three sessions of [[Fostering fluency in second language learning|the 4/3/2 procedure]], which is designed to promote [[fluency]].
  10 KB (1,494 words) - 20:03, 8 December 2008
• Foundational skill building
  ...ills that need to be mastered in order to provide the basis for subsequent learning.
  172 bytes (26 words) - 15:42, 26 December 2006
• French gender attention
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,553 words) - 21:29, 18 August 2010
• French gender cue learning through optimized adaptive practice
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  11 KB (1,561 words) - 16:14, 5 December 2007
• French gender cues
  ...t learning of French nominal gender, as well as the factors that make this learning more difficult. Tucker, Lambert and Rigault (1977) evaluated the L1 (first language) learning of cues to gender in French. More recently, Holmes and Dejean de la Batie (
  7 KB (955 words) - 13:40, 18 August 2010
• French gender prototypes
  We predict that the frequent single noun will accelerate learning, but it is possible that the acceleration will come at the cost of reduced ...instruction benefit from a salient example in the absence of explicit rule learning?
  7 KB (1,026 words) - 22:16, 4 October 2008
• Geometry Greatest Hits
  ...rrent common practice), especially if the principles are tied to different learning mechanisms. This project will test this hypothesis, focusing on the followi The PSLC’s in-vivo methodology, as well as standard practice in learning science, generally focuses on testing one principle at a time. This approac
  7 KB (946 words) - 14:31, 7 September 2011
• Glossary Instructions
  <nowiki>[[Category:Learning Process]]</nowiki> <nowiki>[[Category:Coordinative Learning]]</nowiki>
  2 KB (352 words) - 14:32, 9 May 2007
• Goal setting and its constructs
  Goal setting is a process that involves setting up specific objects, measurements and strategy to ach ...goals under the final one or the steps toward the termination of the whole process.
  9 KB (1,311 words) - 18:39, 13 May 2009
• Handwriting Algebra Tutor
  ...nts imposed on students producing a solution (allowing the problem-solving process to benefit from foundational fluency in handwriting). ...es. We have also shown preliminary evidence that handwriting also provides learning benefits, in that students solving the same problems by handwriting as othe
  4 KB (550 words) - 02:44, 23 April 2007
• Harnessing what you know
  == 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
  20 KB (2,996 words) - 14:46, 29 May 2009
• Hausmann Diss
  ...orative and critical dialog: Two potentially effective problem-solving and learning interactions == ...oth. Two aspects of peer dialog that have been shown to be correlated with learning are elaboration and constructive criticism. Elaboration can be defined as a
  14 KB (1,976 words) - 17:02, 10 October 2008
• Hausmann Study2
  == The Effects of Interaction on Robust Learning == ...ditions should we expect to observe strong learning gains from interactive learning situations?
  14 KB (1,983 words) - 14:38, 10 October 2008
• Help facilities
  ...available to the student, which offer the student support in the learning process. These include: ...r, F., & Wallace, R.M. (2003). Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73(2), 277-320.
  2 KB (239 words) - 09:36, 11 August 2010
• IPL Instructional Principles
  ...o carefully designed challenges prior to receiving instruction can promote learning from subsequent instruction. ...ention task]] using [[comparing sets|set comparison]] as a preparation for learning about variance
  3 KB (468 words) - 18:40, 9 April 2008
• Implicit instruction
  ...teps taken (see [[self-explanation]]), that student is engaged in explicit learning (trying to generate a verbal rule) in the face of implicit instruction. Ellis (1994) provides definitions of implicit and explicit learning:
  3 KB (435 words) - 17:19, 15 November 2010
• In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
  This in vivo classroom experiment compared differences in learning that occur depending on the modality of input during algebra equation solvi ...g in terms of speed and user satisfaction, handwriting will also provide ''learning'' advantages. We hypothesize two interrelated factors would be responsible
  9 KB (1,231 words) - 14:34, 7 September 2011
• In vivo experiment
  ...How ''in vivo'' experimentation is related to other methodologies in the learning and educational sciences is illustrated in the following figure: ''In vivo'' experimentation is different from other methodologies in the learning and educational sciences including 1) design-based research, which does not
  10 KB (1,403 words) - 12:43, 8 September 2011
• Instructional Principles and Hypotheses
  ** [[Feature focusing]]. Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant features ...tion that includes both visual and verbal information leads to more robust learning than instruction that includes verbal information alone, but only when the
  12 KB (1,655 words) - 12:47, 8 September 2011
• Integration
  In general, integration is the process of combining or bringing together into an interwoven whole. During learning, different sources of information or prior [[knowledge components]] often m
  472 bytes (60 words) - 19:39, 4 October 2007
• Intelligent Writing Tutor
  In our first study, motivated by both classroom needs and learning science questions, we developed two computer-based systems to help students ==== Learning Science Motivation ====
  22 KB (3,221 words) - 02:32, 8 October 2008
• Interaction plateau
  ...d on the y-axis and degree of interactivity is graphed on the x-axis. The learning gains increase as the degree of interaction increases from [[low-interactio ...he course TAs for help. The human tutors and the computer tutors produced learning gains that were not reliably different, and yet both were reliably larger t
  16 KB (2,351 words) - 03:42, 12 December 2007
• Japanese fluency
  ...acquisition. The experiment examined the impact of practice on fluency in learning Japanese as a second language. The measures included read-aloud time and sp Index Terms: speech fluency, repetition, second language learning, Japanese.
  20 KB (2,950 words) - 21:46, 5 April 2008
• Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
  This laboratory experiment compared differences in learning that occur depending on the modality of input during algebra equation solvi ...in terms of speed and user satisfaction, handwriting would also provide ''learning'' advantages. We hypothesize two interrelated factors would be responsible
  8 KB (1,123 words) - 17:28, 2 November 2010
• Learning About Emergence and Heat Transfer (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning Chinese pronunciation from a “talking head”
  *Learning Chinese pronunciation from a “talking head” ...ad” articulation. We predict [[multimedia sources]] can lead to [[robust learning]] when the [[cognitive load]] is within limit.
  6 KB (798 words) - 15:02, 12 March 2008
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  =Learning Vocabulary in an ESL Classroom: Definition Order Effects and Self Generatio | Learning ESL Vocabulary Using Context and Definitions: Order Effects and Self-Gener
  17 KB (2,431 words) - 19:56, 2 July 2009
• Learning Epistemologies
  ...enced by our students’ as well as our own epistemologies (theories about learning). ...dition to cognitive factors, motivational factors influence the quality of learning. Motivation is an affective property that energizes an individual to act.
  7 KB (1,023 words) - 19:35, 5 June 2009
• Learning French gender cues with prototypes
  ...imized adaptive practice |Presson, MacWhinney & Pavlik's]] previous gender learning study. ...t learning of French nominal gender, as well as the factors that make this learning more difficult.
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  *Node Title: Learning a tonal language: Chinese ...ending to the critical [[features]] of the tonal pitch contour facilitates learning.
  6 KB (820 words) - 01:00, 14 May 2009
• Learning impasse
  ...ars to require that students reach a learning impasse. They argue that the learning impasse motivates the student to take an active role in constructing a bett
  735 bytes (109 words) - 18:41, 15 February 2007
• Less is More
  ...ing are generally enhanced (see Principles: Practice at Retrieval, Varying Learning Conditions, and Re-representing Knowledge). ...r auditory, and is limited in the amount of information that he or she can process at any one time regardless of the type of information (Baddeley, 2002). Whe
  4 KB (594 words) - 19:37, 5 June 2009
• Long-term retention
  ...t knowledge. Long-term retention is one of the three measures of [[robust learning]]. ...st-test performance from delayed as opposed to immediate feedback in motor learning tasks. Their theoretical explanation involves the "guidance hypothesis", t
  4 KB (637 words) - 13:38, 31 May 2007
• Mapping
  The process by which students make attentional connections between corresponding or rel [[Category:Learning Process]]
  582 bytes (82 words) - 19:26, 16 February 2007
• Math Game Elements
  ...omprise a fantasy soccer game, where success in the soccer game depends on learning progress in the factions tutors. ...tutors. We investigate one particular way of integrating game elements and learning content, building a game around an intelligent tutor engine.
  7 KB (1,126 words) - 20:13, 7 January 2010
• McLaren et al - Conceptual Learning in Chemistry
  ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...namic adaptation of the [[collaboration scripts]] can further improve that learning.
  33 KB (4,408 words) - 08:34, 21 October 2008
• Mental rotations during vocabulary training
  '''Robust Vocabulary Learning and Sentence Processing in French ...t; several returned for a 5-month retention test and those data are in the process of being analyzed.
  6 KB (950 words) - 12:29, 18 April 2007
• Metacognition
  ...g, or evaluating. Such strategies are also referred to as "self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define meta ...process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessmen
  4 KB (527 words) - 03:31, 9 December 2008
• Musings on Learning Events
  ...ument I explore the conceptual bases of ''"event spaces"'' and ''"robust learning"''. (Disclaimer: Until this moment, I was a wiki virgin: I've never made At present, here is what we say about Learning Events:
  15 KB (2,418 words) - 00:03, 11 May 2007
• Note-Taking: Coordination
  ...es allows students to coordinate what they are learning with what they are learning, strengthening the connections between [[knowledge components]]. ...that having multiple related documents simultaneously available increases learning by increasing connections made between knowledge components.
  8 KB (1,202 words) - 14:44, 21 April 2008
• Note-Taking: Restriction and Selection
  ...also found that copy-paste only functionality increased the efficiency of learning relative to typing. In other words, people using the copy-paste tool learne Can we improve learning outcomes in online courses by changing the way students can take notes?
  11 KB (1,690 words) - 18:21, 13 April 2007
• Note-Taking Technologies
  ...to explore the effect of selection-based note-taking on both behavior and learning. ...multiple representations of concepts. This falls within the [[Coordinative Learning]] cluster. Our studies are designed to evaluate these hypotheses by compari
  9 KB (1,227 words) - 23:49, 14 April 2007
• 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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