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• 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

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