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- [[Category:Study]]2 KB (331 words) - 15:11, 27 December 2006
- This research project using REAP describes a study that brings together activity theory (Leontiev, 1978; Kuuthi, 1995), vocabu A follow-up pilot study with 13 students using class observation, questionnaires, and interview dat3 KB (402 words) - 19:58, 21 April 2008
- #REDIRECT [[Hausmann Study]]28 bytes (3 words) - 13:18, 12 September 2006
- | '''Study Start Date''' || Sept. 1, 2005 | '''Study End Date''' || Aug. 31, 200617 KB (2,318 words) - 20:15, 15 December 2010
- | '''Study Start Date''' || August 1, 2005 | '''Study End Date''' || October 8, 20058 KB (1,123 words) - 17:28, 2 November 2010
- | '''Study Start Date''' || Feb. 21, 2007 | '''Study End Date''' || March 07, 200813 KB (1,965 words) - 18:08, 10 October 2008
- #REDIRECT [[REAP Study on Personalization of Readings by Topic (Fall 2006)]]76 bytes (10 words) - 16:08, 20 December 2006
- == REAP Pilot Study on Focusing of Attention == ...ose words. However, time on task was not controlled, and students in that study for whom vocabulary was marked spent much longer because they were looking6 KB (787 words) - 16:58, 29 March 2007
- == REAP Study on Focusing of Attention == | '''Study Start Date''' || January 26, 20076 KB (892 words) - 15:11, 16 April 2007
- == REAP Study on Word Sense Disambiguation (Summer 2007) == | '''Study Start Date''' || May, 20071 KB (174 words) - 15:31, 14 April 2007
- == REAP Study on Personalization of Readings for Increased Interest == | '''Study Start Date''' || September 11, 20075 KB (668 words) - 17:07, 25 September 2007
- == REAP Study on Personalization of Readings for Increased Interest == | '''Study Start Date''' || September 11, 200612 KB (1,755 words) - 17:54, 30 May 2008
- == REAP Study on Question Types == | '''Study Start Date''' || May, 20063 KB (443 words) - 16:59, 18 April 2008
- == REAP Study on Vocabulary Stretch == | '''Study Start Date''' || January, 20065 KB (841 words) - 16:58, 18 April 2008
- == REAP Study on Word Sense Disambiguation (Summer 2007) == | '''Study Start Date''' || May, 20073 KB (469 words) - 17:57, 24 April 2008
- == REAP Study on the Correlation Between Automatically and Manually Generated Reading Com | '''Study Start Date''' || June, 20074 KB (529 words) - 22:36, 25 July 2007
- ...ed as techniques [[complementary]] to an intelligent tutoring system. The study involves online (i.e., web-based) learning of stoichiometry, the basic math ...ixing worked examples and problem solving is beneficial to learning. In a study on LISP programming (Trafton and Reiser, 1993), it was shown that alternati18 KB (2,697 words) - 14:49, 17 January 2008
- #REDIRECT [[REAP Study on Focusing of Attention (Fall 2006)]]61 bytes (8 words) - 16:06, 20 December 2006
- #REDIRECT [[REAP Study on Question Types (Summer 2006)]]56 bytes (7 words) - 16:06, 20 December 2006
- #REDIRECT [[REAP Study on Vocabulary Stretch (Spring 2006)]]60 bytes (7 words) - 16:06, 20 December 2006
Page text matches
- ...7x - 4". To distinguish accelerated future learning from [[transfer]], a study also needs a contrast with student performance on the target items (e.g., "2 KB (312 words) - 17:37, 31 October 2008
- ...ildren, and for those working in groups. It should be noted that not every study found this advantage; performance goals were better than mastery in some of ...tcomes sought and achievement goals introduced could be a fruitful area of study, as well provide real value for [[optimized scheduling]] of learning enviro14 KB (2,116 words) - 14:58, 29 October 2010
- ...ition in a classroom study. Our first proposed step will be to analyze the study data in order to identify the broad impact both types of support have on th ...post-test]]'': Students are given a brief post-test immediately after each study day on isomorphic problems19 KB (2,778 words) - 07:48, 19 August 2011
- [[Category:Study]]2 KB (331 words) - 15:11, 27 December 2006
- **[[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat3 KB (370 words) - 16:15, 18 August 2011
- | '''Study Start Date''' || Sept. 1, 2008 | '''Study End Date''' || Aug. 31, 200919 KB (2,592 words) - 23:23, 2 July 2010
- The purpose of this project is to study how students ''fail to learn'' correct knowledge components when studying f To test this hypothesis, we control SimStudent's prior knowledge to study how and when erroneous skills are learned by analyze learning outcomes (bot10 KB (1,552 words) - 13:30, 29 August 2011
- ...so administer a brief survey of students to get self-reports of vocabulary study time from students (both inside and outside the tutor). This survey will be Accelerated future learning - In the radical study (Fall 2007).11 KB (1,583 words) - 17:00, 3 December 2007
- We will conduct a 1-hour imaging study the day before training and the day after training.9 KB (1,289 words) - 14:57, 28 December 2006
- ! Start date study 1 ! End date study 110 KB (1,339 words) - 19:08, 17 November 2009
- ...t them study an ordinary printed example. If the experiment has students study a sequence of 10 examples, and all of the students rank as beginners when t4 KB (537 words) - 19:43, 8 April 2007
- ...which lesson features are associated with the choice to go off-task. This study has influenced the upcoming PSLC project [[Baker Closing the Loop on Gaming ...psychology and artificial intelligence), a researcher specializing in the study of gaming the system, a mathematics teacher with several years of experienc27 KB (3,907 words) - 21:26, 5 December 2009
- There are no explicit [[robust learning]] measures in this study. However, a major finding was that improvements from dictation training we ...r sentences. In each lesson, half of the students study one list and half study another. We then test generalization across lists.7 KB (1,010 words) - 13:32, 29 August 2011
- ...ill get to know about the other conditions' treatment. This can affect the study's validity.2 KB (221 words) - 20:13, 30 October 2007
- ====Study 1 (In Vivo)==== | '''Study Start Date''' || October, 200713 KB (1,790 words) - 13:33, 29 August 2011
- ...course was modified in collaboration with the development team to create a study that compared personalized and impersonalized versions of the course videos ...with appropriate materials and find a classroom site for your ''in vivo'' study.6 KB (951 words) - 18:41, 1 February 2010
- There are no [[robust learning]] measures in this study.4 KB (628 words) - 13:36, 29 August 2011
- ...ttom out hint]], which tells them exactly what to do next. They typically study the [[bottom out hint]] for sometime, then dismiss the hint, and enter do w642 bytes (103 words) - 16:30, 31 March 2007
- Bauer and Koedinger are currently conducting [[Note-Taking:_Coordination|a study]] to evaluate whether the presence of a notepad showing students' notes fro3 KB (333 words) - 09:03, 22 April 2008
- *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 2) *Study Start Date Sep 1, 20064 KB (514 words) - 01:01, 12 March 2008
- This study was designed to explore how native English speakers learn to speak and read In this fall, we will conduct this study in-vivo and focus on the pairing effect by using the Chinese online course6 KB (858 words) - 17:12, 22 January 2007
- *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 1) *Study Start Date Sep 1, 20056 KB (794 words) - 03:13, 3 November 2008
- ...is farther in L1-L2 orthographic similarity. The first steps toward a new study have been taken with the help of a PSLC summer intern, who coded the errors ...her new project originating within the Refinement and Fluency cluster will study English vocabulary learning using REAP. Based on recent research by Balass12 KB (1,841 words) - 13:37, 29 August 2011
- ...or inductive reasoners and Haverty (1999) followed up with an experimental study showing that basic instruction on number knowledge (e.g., 17 vs. 19 facts)2 KB (288 words) - 20:41, 27 May 2007
- In a study of medical school surgical instruction, an expert surgeon taught a procedur * Biederman, I., & Shiffrar, M. M. (1987). Sexing day-old chicks: A case study and expert systems analysis of a difficult perceptual learning task. Journ9 KB (1,236 words) - 15:22, 31 August 2011
- ...[[peer tutoring]] (see the [[Walker_A_Peer_Tutoring_Addition|Walker et al. study]]). When this variable is manipulated in a study, then it is usually a contrast between individual (solos) and collaborative1 KB (193 words) - 19:34, 23 May 2007
- ...important role in research on first and second language learning, and the study of language disorders.337 bytes (52 words) - 22:03, 5 April 2008
- ! Study # !! Start Date !! End Date !! LearnLab Site !! # of Students !! Total Par This study found that the presence of distracters creates21 KB (2,889 words) - 14:51, 10 December 2009
- Our study investigates these issues in two ways: (1) Having a DFA which evaluates per Significance: This study can shed some light on the source of difficulty on composite problems, and5 KB (701 words) - 18:40, 9 April 2008
- To create a new project page, enclose your project name in a double set of brackets. Details for a project format ma ...tter than example study: Theoretical implications from a simulated-student study. In B. P. Woolf, E. Aimeur, R. Nkambou & S. Lajoie (Eds.), Proceedings of t16 KB (2,217 words) - 15:25, 31 August 2011
- ..., using a collaborative software tool called Cool Modes, and execute a lab study to evaluate the effectiveness of this tool. The one-year PSLC project wil ...earning system that can adapt its support might prove quite powerful. One study that we are aware of, in which adaptive, strategic “prompts” in a colla32 KB (4,436 words) - 15:06, 17 January 2008
- ...ayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the processes t2 KB (293 words) - 19:16, 3 March 2008
- ====Study 1==== | '''Study Start Date''' || January 24, 200618 KB (2,358 words) - 15:27, 31 August 2011
- ...tional method (or employ this instructional principle). In this case, the study is not a true experimental test of the principle. ...nations be added or requested of students before, during, or after example study and problem solving practice?14 KB (1,830 words) - 15:35, 31 August 2011
- ...' [[worked examples]]; explaining how and why they are incorrect. See the study by [[Booth]].4 KB (526 words) - 15:28, 31 August 2011
- | '''Study Start Date''' || Sept. 1, 2006 | '''Study End Date''' || Aug. 31, 200713 KB (1,737 words) - 16:35, 7 October 2008
- | '''Study Start Date''' || 12-1-05 | '''Study End Date''' || 8-1-0611 KB (1,476 words) - 17:19, 15 November 2010
- ...chers or staff who are in the process of verifying logging activity from a study site.8 KB (1,217 words) - 21:58, 4 November 2009
- | Stoichiometry Study | PSLC Stoichiometry Study 127 KB (3,555 words) - 16:45, 21 July 2008
- ...he visual-perceptual account of the fusiform and reading. An NIH grant to study the FaceFont writing system in greater depths is in the final stages of rev5 KB (670 words) - 15:06, 13 July 2011
- '' Pilot Study '' | '''Study Start Date''' || September 200820 KB (2,839 words) - 15:37, 31 August 2011
- ...of errors and help requests) were calculated. There was a main effect of Study Strategy on assistance score, reflecting higher scores for the paraphrase c This study is part of the [[Interactive_Communication|Interactive Communication cluste8 KB (1,141 words) - 20:03, 21 March 2008
- ...as measures on their problem solving and their reasoning. The data of this study have been collected and are currently being processed to the Datashop after ...in comparison to unsupported problem solving. We aim to show that example study is also superior to supported problem solving in the very beginning of a le27 KB (3,900 words) - 15:38, 31 August 2011
- This research project using REAP describes a study that brings together activity theory (Leontiev, 1978; Kuuthi, 1995), vocabu A follow-up pilot study with 13 students using class observation, questionnaires, and interview dat3 KB (402 words) - 19:58, 21 April 2008
- ...ance, in the [[Rummel_Scripted_Collaborative_Problem_Solving|Rummel et al. study of scripting collaboration]], the ecological control is a students working2 KB (243 words) - 21:32, 10 April 2007
- ...ay affect skill-based outcome and knowledge acquiring; however there is no study results directly pointing out what kind of fantasy would help in the cognit '''Case study I:''' Game design for teaching programming on intro-level10 KB (1,566 words) - 11:03, 19 May 2009
- [https://wave.google.com/wave/ Google wave (see your email for login information or contact TA)] ...You can use it just as you would a discussion board, but you can also edit your own / other peoples' posts, play back the changes, and see changes update i19 KB (2,736 words) - 11:14, 3 December 2011
- These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors wit Your ''two'' posts may be original or in response to another post (one of both i35 KB (5,226 words) - 14:21, 24 October 2016
- These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors wit Your ''two'' posts may be original or in response to another post (one of both i27 KB (4,033 words) - 15:47, 23 April 2017
- | '''Study Start Date''' || December 4, 2006 | '''Study End Date''' || December 20, 20064 KB (605 words) - 15:40, 31 August 2011
- | '''Study Start Date''' || May 2008 | '''Study End Date''' || October 200825 KB (3,832 words) - 21:01, 11 January 2008
- ====Study 1==== | '''Study Start Date''' || January, 20083 KB (338 words) - 20:55, 19 May 2009
- In the[[Student_Uncertainty|Forbes-Riley & Litman]] study, if students give a correct response but the intonation contour of their sp1 KB (218 words) - 15:01, 24 May 2007
- ...on [http://ies.ed.gov/ncee/wwc/practiceguides/ "Organizing Instruction and Study to Improve Student Learning"] as a great source for relevant references. Se5 KB (610 words) - 15:41, 31 August 2011
- * Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psych2 KB (326 words) - 20:01, 12 December 2007
- ...ning and general intelligence. Educational Review, 36, 42-48. This classic study demonstrates how the effects of practice may be enhanced by giving guided i4 KB (637 words) - 19:34, 5 June 2009
- The present study set out to investigate whether students were able to use their explicit kno The present study set out to investigate whether students were able to use their explicit kno7 KB (1,128 words) - 15:42, 31 August 2011
- | '''Study Start Date''' || 10/1/07 | '''Study End Date''' || 9/30/0819 KB (2,538 words) - 21:07, 4 May 2009
- The results of each study are carefully analyzed before being integrated into a theory of learning, i ...n a conference or a journal, in order to communicate what we have learned. Your contribution is acknowledged in these reports.5 KB (834 words) - 19:25, 28 June 2007
- ...g from worked-out examples improve tutored problem solving? | Renkl et al. study]]. * Study to test fading: Study trials, which present facts ([Chinese symbol] means [English word]), can be2 KB (251 words) - 07:26, 9 August 2012
- ...ocessing research. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp. 397-421). New York: Cambridge University Press.2 KB (232 words) - 15:43, 31 August 2011
- ...erventions and outcomes for students in the classroom. In particular, in a study examining the conditions in which after school activities improve students' ...s to be in. Flow has been shown to be associated with learning gains. In a study of students using Autotutor, flow was found to have a correlation with lear8 KB (1,268 words) - 20:29, 2 September 2011
- ...e that exceeds the learner's current rate. An example comes from de Jong's study of English second language learners, who were given increasingly shorter pe448 bytes (66 words) - 02:50, 12 December 2007
- ...July 2008. It concerns an analysis of the data gathered in Spring 2008 for Study 2 of the project [[Fostering fluency in second language learning]] (De Jong In this study, we investigated whether ESL Students who are trained to use formulaic sequ10 KB (1,494 words) - 20:03, 8 December 2008
- ...judgment on articulation rate instead of proceduralization evidence. This study suggests that native-speaker raters are influenced by patterns of temporal The goal of this study is to investigate whether patterns evidencing the use of proceduralized kno6 KB (880 words) - 13:54, 1 August 2009
- ...e that exceeds the learner's current rate. An example comes from de Jong's study of English second language learners, who were given increasingly shorter pe2 KB (219 words) - 04:44, 15 October 2010
- ! Study start and end dates | Study 1: September - November 200645 KB (6,505 words) - 08:52, 14 September 2012
- | '''Study Start Date''' || September 2005 | '''Study End Date''' || May 200611 KB (1,549 words) - 17:39, 7 October 2008
- ! Study Start Date ! Study End Date11 KB (1,553 words) - 21:29, 18 August 2010
- ! Study Start Date ! Study End Date11 KB (1,561 words) - 16:14, 5 December 2007
- ...ch. More recently, Holmes and Dejean de la Batie (1999) produced the first study of the acquisition of grammatical gender by L2 learners. Holmes and Segui ( ..., J. L., & MacWhinney, B. (1991). Levels of learning: A microdevelopmental study of concept formation. Journal of Memory and Language, 30, 407-430.7 KB (955 words) - 13:40, 18 August 2010
- ! Study Start Date ! Study End Date7 KB (1,026 words) - 22:16, 4 October 2008
- ====Study 1==== | '''Study Start Date''' || January, 20097 KB (946 words) - 14:31, 7 September 2011
- ...ies have also tried to tap into possible reasons for underachievement. One study found these students take credit for success yet shun failure (Laffoon, Jen9 KB (1,449 words) - 12:08, 26 March 2009
- ...go to your study or project page on the wiki. Click on the button to edit your page. Enter any terms you want in the glossary as <nowiki>[[glossary item]] ...avigate back to your page and click on the wiki links you just created for your glossary items. If the item is new it will open a blank window for you to t2 KB (352 words) - 14:32, 9 May 2007
- ...ls elicit higher effort investment and output than vague goals such as "do your best" (Locke, 1968). Subsequent research has strongly supported these resul ...ior as input. Feedback was also called knowledge of result [KR] in Locke's study (Locke et al.), ...''(hole to fill)''....the feedback will definitely affec9 KB (1,311 words) - 18:39, 13 May 2009
- #REDIRECT [[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat110 bytes (13 words) - 20:27, 28 June 2007
- *[[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat4 KB (550 words) - 02:44, 23 April 2007
- | '''Study Start Date''' || Sept. 20, 2004 | '''Study End Date''' || April 28, 200514 KB (1,976 words) - 17:02, 10 October 2008
- | '''Study Start Date''' || Sept. 1, 2005 | '''Study End Date''' || Aug. 31, 200617 KB (2,318 words) - 20:15, 15 December 2010
- | '''Study Start Date''' || Sept. 1, 2006 | '''Study End Date''' || Aug. 31, 200714 KB (1,983 words) - 14:38, 10 October 2008
- | '''Study Start Date''' || 5/2006 | '''Study End Date''' || 5/20066 KB (897 words) - 00:11, 16 December 2010
- ...ttom out hint]], which tells them exactly what to do next. They typically study the [[bottom out hint]] for sometime, then dismiss the hint, and enter do w A study by Aleven et al. (2006) in one of the Geometry Cognitive Tutor units found1 KB (209 words) - 00:40, 11 December 2007
- ...ven, Schwartz and Koedinger]] are currently carrying out another classroom study on the topic. Several conditions are being investigated in the current [[Roll IPL|IPL]] study, namely:3 KB (468 words) - 18:40, 9 April 2008
- | '''Study Start Date''' || April 11, 2007 | '''Study End Date''' || May 25, 20079 KB (1,231 words) - 14:34, 7 September 2011
- ...ural setting of student course work including the classroom, computer lab, study hall, dorm room, home, etc. The conditions in an ''in vivo'' experiment ma ...provided data on student performance. While the control in the [[Hausmann Study]] was much like normal practice in that it was the same content and instruc10 KB (1,403 words) - 12:43, 8 September 2011
- ...olve, students learn more efficiently and more robustly when more frequent study of [[worked examples]] is interleaved with problem solving practice. ...ple or each line of the text causes higher learning gains than having them study the material without such prompting.12 KB (1,655 words) - 12:47, 8 September 2011
- *Study Start Date Jan 1, 2008 *Study End Date July 31, 20097 KB (985 words) - 00:07, 29 September 2008
- *Study Start Date Sep 1, 2008 *Study End Date July 31, 20095 KB (680 words) - 12:48, 8 September 2011
- ! Start date study 1 ! End date study 122 KB (3,221 words) - 02:32, 8 October 2008
- ...their homework on a computer tutor that had them either solve a problem or study a solution. When solving a problem, students got immediate feedback and hi ...g strategy does not since it is a fairly syntactic process. The Chi et al study did not control strategies, the experiment did use either pairs of students16 KB (2,351 words) - 03:42, 12 December 2007
- ...is sometimes highly effective and sometimes less effective. Sometimes we study highly constrained forms of communication in order to vary isolated aspects9 KB (1,298 words) - 12:48, 8 September 2011
- ...y items in a sentence. Practice can reduce these disfluencies. However, no study has looked at the possible relation of simple oral repetition with fluency speech. The current study looked at the effect of oral practice in rehearsing sentences that involved20 KB (2,950 words) - 21:46, 5 April 2008
- ...ognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth|knowledge component construction vs. recall]]. In her case, the ke5 KB (731 words) - 19:34, 31 May 2016
- | '''Study Start Date''' || August 1, 2005 | '''Study End Date''' || October 8, 20058 KB (1,123 words) - 17:28, 2 November 2010
- | '''Study Start Date''' || May 2008 | '''Study End Date''' || October 200929 KB (4,338 words) - 20:54, 16 January 2008
- *Study Start Date Sep 1, 2005 *Study End Date Dec 31, 20066 KB (798 words) - 15:02, 12 March 2008
- ! Study start and end dates | Study 1: September - December 200817 KB (2,431 words) - 19:56, 2 July 2009
- ! Study Start Date ! Study End Date12 KB (1,804 words) - 22:30, 4 October 2008
- *Study Start Date Sep 1, 2005 *Study End Date Dec 31, 20066 KB (820 words) - 01:00, 14 May 2009