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• Metacognition and Motivation
  ...ion within learning sciences research than has been done so far within the PSLC. ...plemented in learning software used in multiple LearnLabs, and will enable PSLC researchers across thrusts to study motivation and metacognition as mediati
  8 KB (1,110 words) - 15:43, 21 July 2011
• Micro level
  The micro level of the PSLC theoretical framework focuses mostly on identifying the mechanisms that und [Most of the following comes from the spring 2007 version of the PSLC strategic plan.]
  5 KB (671 words) - 19:27, 3 January 2008
• Modality Principle
  [[Category:PSLC General]]
  229 bytes (29 words) - 08:13, 14 March 2008
• Modeling
  [[Category:PSLC General]]
  199 bytes (30 words) - 20:01, 27 December 2006
• Multimedia sources
  [[Category:PSLC General]]
  204 bytes (26 words) - 18:28, 27 November 2006
• Musings on Learning Events
  From the PSLC wiki: (4/18/2007 – I have added the numbering) ...ing events' occurring over a few seconds or minutes. The intention within PSLC is the same. Thus, a d of say 10 minutes, would be unusually long and might
  15 KB (2,418 words) - 00:03, 11 May 2007
• Normal post-test
  [[Category:PSLC General]] See Ken Koedinger's PSLC lunch presentaiton: "Toward Tighter Theory-Study Connections: Robust Learni
  574 bytes (79 words) - 23:59, 5 April 2007
• Note-Taking Technologies
  It is useful to cast the two above hypotheses in PSLC terms. The attention hypothesis can be restated with regards to the [[focus
  9 KB (1,227 words) - 23:49, 14 April 2007
• Optimized scheduling
  [[Category:PSLC General]]
  7 KB (933 words) - 15:43, 28 October 2009
• PSLC GradStudents
  The PSLC Graduate Student Body is comprised of students from a variety of department ...learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads]
  26 KB (4,112 words) - 21:35, 18 January 2024
• PSLC Integrated Project Summary
  Page with list of projects: [[PSLC Year 5 Projects]] ...cs Tutor to solve their homework assignments and the data is stored in the PSLC's DataShop. For the analyses reported below (i.e., translational kinematics
  54 KB (7,944 words) - 15:25, 2 June 2009
• PSLC People
  More information about the PSLC post-docs at the [[PSLC_Postdocs]] wiki page
  10 KB (1,204 words) - 19:07, 9 September 2014
• PSLC Year 5 Projects
  For more full descriptions see [[PSLC Integrated Project Summary]].
  5 KB (740 words) - 17:39, 25 May 2009
• Path effects
  [[Category:PSLC General]]
  2 KB (241 words) - 14:59, 27 March 2007
• Personalization
  [[Category:PSLC General]]
  10 KB (1,401 words) - 13:50, 1 July 2008
• Politeness Principle
  [[Category:PSLC General]]
  493 bytes (74 words) - 12:42, 19 March 2008
• Post-practice reflection (Katz)
  We conducted an [[in vivo experiment]] within the PSLC Physics LearnLab to address two questions about reflection on recent proble
  14 KB (1,846 words) - 20:16, 3 November 2008
• Procedural
  [[Category:PSLC General]]
  3 KB (446 words) - 13:31, 11 November 2008
• Procedural tasks
  [[Category:PSLC General]]
  2 KB (261 words) - 18:33, 24 March 2008
• Project Page Template and Creation Instructions
  For the wiki project pages, we use the following standard PSLC format
  7 KB (981 words) - 13:31, 11 March 2011
• Publications
  ...ber, B. & Stamper, J. (2010). A Data Repository for the EDM community: The PSLC DataShop. In C. Romero, S. Ventura, M. Pechenizkiy, R.S.J.d. Baker (Eds.). ...sequences has mixed short-term effects on L2 oral fluency. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pi
  338 KB (45,437 words) - 20:03, 6 February 2017
• REAP Comparison to Classroom Instruction (Fall 2006)
  ...he acquisition of syntax and morphology may require deeper processing. In PSLC terminology, robust learning [http://www.learnlab.org/research/wiki/index.p
  20 KB (3,034 words) - 20:30, 13 May 2008
• REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
  ...und that these two types of comprehension are separate and disparate. The PSLC currently employs an English as a Second Language vocabulary tutor, REAP, t
  4 KB (529 words) - 22:36, 25 July 2007
• Recency
  [[Category:PSLC General]]
  417 bytes (59 words) - 21:38, 2 December 2007
• Refinement
  [[Category:PSLC General]]
  3 KB (429 words) - 20:09, 3 January 2008
• Refinement and Fluency
  = The PSLC Refinement and Fluency cluster = This hypothesis can be rephrased in terms of the PSLC general hypothesis, which is that [[robust learning]] occurs when the [[lea
  13 KB (1,746 words) - 01:50, 2 February 2010
• Repetition
  [[Category:PSLC General]]
  960 bytes (121 words) - 20:08, 12 December 2007
• Retention
  [[Category:PSLC General]]
  775 bytes (109 words) - 00:02, 6 April 2007
• Robust learning
  [[Category:PSLC General]] See also the PSLC theoretical framework description, for instance, in the 2006 annual report
  2 KB (251 words) - 20:53, 10 April 2008
• Robustness
  [[Category:PSLC General]]
  72 bytes (8 words) - 17:14, 4 January 2007
• Root node
  == PSLC theoretical hierarchy’s Root Node == PSLC research is primarily concerned with finding out what instructional environ
  3 KB (410 words) - 15:05, 13 October 2009
• Self-Determination
  [[Category:PSLC General]]
  10 KB (1,418 words) - 01:01, 26 March 2009
• Self-explanation
  [[Category:PSLC General]]
  1 KB (195 words) - 20:13, 24 May 2008
• Self-supervised learning
  [[Category:PSLC General]]
  246 bytes (31 words) - 20:25, 21 December 2006
• Sense making
  ...in higher-level thinking to create knowledge independent of instruction. PSLC research focuses on facilitating sense making through two broad categories See also The PSLC Theoretical Framework document and slides.
  1 KB (201 words) - 21:57, 27 May 2007
• Social and Communicative Factors in Learning
  ...ell as results from recent investigations. These results encouraged early PSLC efforts to “unpack” the nature of communicative interaction in instruct
  26 KB (3,417 words) - 13:39, 4 April 2013
• Sources
  [[Category:PSLC General]]
  144 bytes (16 words) - 17:35, 27 November 2006
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  == Using Animated and Static Graphics to Scaffold Science Text Comprehension (PSLC Intern Project) == ...who create educational materials. This study is closely related to other PSLC projects investigating the use of visual representations to support [[robus
  17 KB (2,384 words) - 16:35, 26 July 2007
• Step
  [[Category:PSLC General]]
  2 KB (316 words) - 13:57, 7 June 2007
• Stoichiometry Study
  ...Cognitive Tutor Authoring Tools]] (CTAT), a key enabling technology of the PSLC. A screen shot of the tutor we have been using in the studies is shown bel === Connections to Other PSLC Studies===
  18 KB (2,697 words) - 14:49, 17 January 2008
• Strategies
  [[Category:PSLC General]]
  1 KB (224 words) - 18:46, 26 December 2006
• Systematic Guessing
  [[Category:PSLC General]]
  768 bytes (110 words) - 11:53, 9 December 2010
• Testing effect
  [[Category:PSLC General]]
  863 bytes (110 words) - 15:06, 18 November 2010
• The self-correction of speech errors (McCormick, O’Neill & Siskin)
  Presentation to the PSLC Advisory Board, December, 2006
  17 KB (2,302 words) - 15:47, 11 January 2008
• Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)
  (PSLC Intern Project: Under Construction)
  41 bytes (5 words) - 21:37, 17 July 2007
• Transfer
  [[Category:PSLC General]]
  2 KB (251 words) - 14:01, 9 May 2007
• Treatment
  [[Category:PSLC General]]
  113 bytes (11 words) - 15:53, 13 April 2007
• TuTalk
  TuTalk is PSLC-supported software for authoring and conducting computer-student dialogues.
  182 bytes (22 words) - 22:25, 15 February 2007
• Tutoring feedback
  ...traditional courses and thus the as-is or [[ecological control group]] in PSLC studies may present a harder challenge or high base from which to improve i [[Category:PSLC General]]
  1 KB (173 words) - 02:55, 12 December 2007
• Unlabeled examples
  [[Category:PSLC General]]
  803 bytes (119 words) - 21:34, 10 April 2007
• Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  *Presentation to the PSLC Advisory Board, Fall 2006. [http://www.learnlab.org/uploads/mypslc/talks/bu *Presentation to the PSLC Interactive Communication Cluster, Fall 2006.
  18 KB (2,366 words) - 18:03, 12 May 2008
• Using learning curves to optimize problem assignment
  ...y and M. Yudelson, Applying LFA for Building Stereotypical Student Models, PSLC Summer School 2006 Projects, Pittsbugh Science of Learning Center, Pittsbur
  13 KB (1,965 words) - 21:20, 10 July 2009
• Using syntactic priming to increase robust learning
  ...er to capture audio. This tool will be made available to other projects at PSLC.
  10 KB (1,412 words) - 14:43, 27 May 2009
• Vicarious learning
  ...g et al. 2000; Craig, et al. 2006; Driscoll et al. 2003; [[Craig questions|PSLC project example]]) , or ...tee. (Chi, Roy & Hausmann, in press; Craig et al., 2004; [[Craig observing|PSLC project example]] )
  3 KB (431 words) - 01:58, 12 December 2007
• Visual-Verbal Learning (Aleven & Butcher Project)
  ...s integrate visual and verbal [[knowledge components]] during learning. In PSLC terms, the contiguous representations reduce the effort of deep learning pa *Presentation to the PSLC Advisory Board, Fall 2006. [http://www.learnlab.org/uploads/mypslc/talks/bu
  18 KB (2,364 words) - 20:28, 16 February 2007
• Worked example principle
  ...lization_and_Worked_Examples_in_the_Solving_of_Stoich_Problems | McLaren's PSLC studies]]. ...son of Cognitive Tutor Algebra using handwriting vs typing input|Anthony's PSLC study]] are consistent with the idea that the worked example effect is not
  19 KB (2,786 words) - 15:52, 12 July 2017
• Worked examples
  [[Category:PSLC General]]
  4 KB (518 words) - 20:08, 24 May 2008
• Working memory
  [[Category:PSLC General]]
  2 KB (335 words) - 18:02, 20 December 2007

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