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- 1.== Abstract ==3 KB (361 words) - 17:26, 26 July 2007
- ABSTRACT2 KB (289 words) - 18:50, 8 April 2007
- === Abstract ==19 KB (2,778 words) - 07:48, 19 August 2011
- === Abstract ===2 KB (331 words) - 15:11, 27 December 2006
- === Abstract ===19 KB (2,592 words) - 23:23, 2 July 2010
- ===Abstract=== ...ge is typically perceptually grounded and is in contrast to deeper or more abstract encoding knowledge. An example of such perceptually grounded prior knowled10 KB (1,552 words) - 13:30, 29 August 2011
- === Abstract ===11 KB (1,583 words) - 17:00, 3 December 2007
- 1. Abstract9 KB (1,289 words) - 14:57, 28 December 2006
- ===Abstract=== * 25. Proportion of hints using inductive support, going from example to abstract description of concept/principle (Koedinger & Anderson, 1998)27 KB (3,907 words) - 21:26, 5 December 2009
- ==Abstract==7 KB (1,010 words) - 13:32, 29 August 2011
- ===Abstract=== ..., TN. [http://www.learnlab.org/uploads/mypslc/publications/ma206-booth.pdf Abstract]13 KB (1,763 words) - 20:16, 15 December 2010
- ===Abstract=== ...students used their intuitive understanding of the principle to relate the abstract rule to the illustrating examples. This possibility is intriguing and sugge13 KB (1,790 words) - 13:33, 29 August 2011
- ==Abstract==4 KB (628 words) - 13:36, 29 August 2011
- == Abstract ==4 KB (514 words) - 01:01, 12 March 2008
- 1. An abstract that briefly describes the research encompassed by the node;6 KB (858 words) - 17:12, 22 January 2007
- == Abstract ==6 KB (794 words) - 03:13, 3 November 2008
- === Abstract === # Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitiv21 KB (2,889 words) - 14:51, 10 December 2009
- === Abstract ===5 KB (701 words) - 18:40, 9 April 2008
- ===Abstract===32 KB (4,436 words) - 15:06, 17 January 2008
- === Abstract ===18 KB (2,358 words) - 15:27, 31 August 2011
- == Abstract ==14 KB (1,830 words) - 15:35, 31 August 2011
- === Abstract ===13 KB (1,737 words) - 16:35, 7 October 2008
- === Abstract ===11 KB (1,476 words) - 17:19, 15 November 2010
- Abstract5 KB (670 words) - 15:06, 13 July 2011
- === Abstract === ...e asked to interpret the parameters in terms of the story. For completely abstract symbolic problems, students were asked to write a story that could go with20 KB (2,839 words) - 15:37, 31 August 2011
- === Abstract ===8 KB (1,141 words) - 20:03, 21 March 2008
- === Abstract ===27 KB (3,900 words) - 15:38, 31 August 2011
- === Abstract ===4 KB (605 words) - 15:40, 31 August 2011
- === Abstract ===25 KB (3,832 words) - 21:01, 11 January 2008
- === Abstract ===3 KB (338 words) - 20:55, 19 May 2009
- == Abstract ==7 KB (1,128 words) - 15:42, 31 August 2011
- === Abstract ===19 KB (2,538 words) - 21:07, 4 May 2009
- ...t the initial concrete presentation prepares the learner to understand the abstract statement. Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientifi2 KB (251 words) - 07:26, 9 August 2012
- == Abstract ==10 KB (1,494 words) - 20:03, 8 December 2008
- == Abstract ==6 KB (880 words) - 13:54, 1 August 2009
- == Abstract==45 KB (6,505 words) - 08:52, 14 September 2012
- === Abstract ===11 KB (1,549 words) - 17:39, 7 October 2008
- ==Abstract==11 KB (1,553 words) - 21:29, 18 August 2010
- ==Abstract==11 KB (1,561 words) - 16:14, 5 December 2007
- ==Abstract==7 KB (955 words) - 13:40, 18 August 2010
- ==Abstract==7 KB (1,026 words) - 22:16, 4 October 2008
- ...g hints which do not lead any students to better performance, reference to abstract principles in hints, whether the toolbar is unclear, and the same number be8 KB (1,191 words) - 20:32, 2 September 2011
- === Abstract ===7 KB (946 words) - 14:31, 7 September 2011
- ...s several aspects:1. Goal specificity: how specific and clear the goal is: abstract goal, such as "find a good job", or really clarified goal, such as:"I want9 KB (1,311 words) - 18:39, 13 May 2009
- === Abstract ===4 KB (550 words) - 02:44, 23 April 2007
- '''Abstract'''. Knowledge transfer is a core assumption built into the pedagogy of mos20 KB (2,996 words) - 14:46, 29 May 2009
- === Abstract ===14 KB (1,976 words) - 17:02, 10 October 2008
- === Abstract ===17 KB (2,318 words) - 20:15, 15 December 2010
- === Abstract ===14 KB (1,983 words) - 14:38, 10 October 2008
- === Abstract ===6 KB (897 words) - 00:11, 16 December 2010
- === Abstract ===9 KB (1,231 words) - 14:34, 7 September 2011
- == Abstract ==7 KB (985 words) - 00:07, 29 September 2008
- == Abstract ==5 KB (680 words) - 12:48, 8 September 2011
- === Abstract ===22 KB (3,221 words) - 02:32, 8 October 2008
- == Abstract ==9 KB (1,298 words) - 12:48, 8 September 2011
- Abstract20 KB (2,950 words) - 21:46, 5 April 2008
- ...3), 227-265 [http://www.pitt.edu/~vanlehn/Stringent/Abstracts/06IJAIED.htm Abstract&PDF]5 KB (731 words) - 19:34, 31 May 2016
- === Abstract ===8 KB (1,123 words) - 17:28, 2 November 2010
- === Abstract ===29 KB (4,338 words) - 20:54, 16 January 2008
- == Abstract ==6 KB (798 words) - 15:02, 12 March 2008
- == Abstract == ...context early during learning because they could later integrate the more abstract definition with a concrete experience with the word. Balass et al., refer17 KB (2,431 words) - 19:56, 2 July 2009
- ==Abstract==12 KB (1,804 words) - 22:30, 4 October 2008
- == Abstract ==6 KB (820 words) - 01:00, 14 May 2009
- == Abstract ==6 KB (890 words) - 20:26, 26 March 2008
- === Abstract ===3 KB (313 words) - 18:17, 14 May 2009
- #An ''abstract'' that briefly describes the research encompassed by the node; ...emic settings, like K12 schools and colleges. The question is necessarily abstract and is not the sort of question that can actually be tested by a single dec8 KB (1,241 words) - 12:48, 5 September 2019
- === Abstract ===13 KB (1,687 words) - 20:19, 15 December 2010
- === Abstract ===7 KB (1,126 words) - 20:13, 7 January 2010
- ===Abstract===9 KB (1,397 words) - 22:28, 20 November 2009
- ===Abstract===33 KB (4,408 words) - 08:34, 21 October 2008
- ===Abstract===24 KB (3,509 words) - 20:20, 15 December 2010
- 1. Abstract6 KB (950 words) - 12:29, 18 April 2007
- ...), 227-265 [http://www.pitt.edu/~vanlehn/Stringent/Abstracts/06IJAIED.htm Abstract&PDF] ...um. [http://www.pitt.edu/~vanlehn/Not%20Stringent/Abstract/06Dwyer.htm.htm Abstract&PDF]5 KB (671 words) - 19:27, 3 January 2008
- == Abstract ==8 KB (1,202 words) - 14:44, 21 April 2008
- == Abstract ==8 KB (1,140 words) - 23:31, 14 April 2007
- == Abstract ==[http://www.bestessays.com custom pappers]10 KB (1,457 words) - 13:58, 10 September 2010
- == Abstract ==9 KB (1,313 words) - 18:06, 13 April 2007
- == Abstract ==11 KB (1,690 words) - 18:21, 13 April 2007
- == Abstract ==9 KB (1,227 words) - 23:49, 14 April 2007
- === Abstract ===11 KB (1,506 words) - 22:30, 8 December 2008
- Abstract. Knowledge transfer is a core assumption built into the pedagogy of most ed Abstract54 KB (7,944 words) - 15:25, 2 June 2009
- # The student tries to apply a deep strategy (and the tutor requires typed, abstract directions): ...decreases exits via 1.1. If this were the only consideration, then typing abstract descriptions should cause more learning than drawing concrete directions.2 KB (285 words) - 14:53, 27 March 2007
- # The student tries to apply a deep strategy (and the tutor requires typed, abstract directions):2 KB (241 words) - 14:59, 27 March 2007
- ...Weinstein, A. & Billings, B. (2007). What’s in a step? Toward general, abstract representations of tutoring system log data. In C. Conati & K. McCoy (eds) ...Weinstein, A. & Billings, B. (2007). What’s in a step? Toward general, abstract representations of tutoring system log data. In C. Conati & K. McCoy (eds)26 KB (3,780 words) - 21:07, 6 September 2011
- === Abstract ===13 KB (1,965 words) - 18:08, 10 October 2008
- ...nts to understand the concepts associated with that problem and to develop abstract problem-solving schema. Such schema are a kind of [[knowledge component]]4 KB (564 words) - 18:46, 13 January 2008
- === Abstract ===14 KB (1,846 words) - 20:16, 3 November 2008
- #Abstract ==Abstract==7 KB (981 words) - 13:31, 11 March 2011
- == Abstract == ...they annotated the values of fourteen features (is the action concrete or abstract, is the theme a pronoun, is the recipient a pronoun, etc.) A linear regress34 KB (4,979 words) - 13:58, 4 December 2008
- ...., Perfetti, C., Fiez, J.A. & Schneider, W. (2007). Selective retrieval of abstract semantic knowledge in left prefrontal cortex. Journal of Neuroscience, 27:3 Koedinger, K.R. & Alibali, N. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science338 KB (45,437 words) - 20:03, 6 February 2017
- [[ABSTRACT]]20 KB (3,034 words) - 20:30, 13 May 2008
- === Abstract ===6 KB (787 words) - 16:58, 29 March 2007
- === Abstract ===6 KB (892 words) - 15:11, 16 April 2007
- === Abstract ===1 KB (174 words) - 15:31, 14 April 2007
- === Abstract ===5 KB (668 words) - 17:07, 25 September 2007
- === Abstract ===12 KB (1,755 words) - 17:54, 30 May 2008
- === Abstract ===3 KB (443 words) - 16:59, 18 April 2008
- === Abstract ===5 KB (841 words) - 16:58, 18 April 2008
- === Abstract ===3 KB (469 words) - 17:57, 24 April 2008
- === Abstract ===4 KB (529 words) - 22:36, 25 July 2007
- === Abstract === Abstract34 KB (4,901 words) - 19:19, 22 November 2010
- == Abstract ==13 KB (1,746 words) - 01:50, 2 February 2010
- === Abstract === and abstract from the case at hand so that they are better prepared to engage in constru17 KB (2,321 words) - 20:18, 3 November 2008
- ===Abstract===8 KB (1,234 words) - 15:40, 8 October 2008
- === Abstract ===14 KB (2,069 words) - 19:16, 15 May 2009
- === Abstract ===19 KB (2,798 words) - 11:45, 23 May 2009
- === Abstract ===3 KB (410 words) - 15:05, 13 October 2009
- === Abstract ===38 KB (5,243 words) - 00:12, 16 December 2010
- === Abstract ===13 KB (1,897 words) - 17:36, 10 October 2008
- === Abstract ===20 KB (2,603 words) - 16:29, 12 March 2011
- == Abstract ==4 KB (616 words) - 17:48, 22 October 2009
- === Abstract ===17 KB (2,384 words) - 16:35, 26 July 2007
- ===Abstract===18 KB (2,697 words) - 14:49, 17 January 2008
- === Abstract ===23 KB (3,228 words) - 18:13, 12 March 2008
- === Abstract ===30 KB (4,298 words) - 00:11, 16 December 2010
- Abstract2 KB (355 words) - 19:15, 26 July 2007
- ===Abstract===17 KB (2,302 words) - 15:47, 11 January 2008
- === Abstract ===2 KB (264 words) - 16:45, 3 December 2007
- === Abstract ===6 KB (782 words) - 16:28, 3 December 2007
- === Abstract === *Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. <i>Cogni18 KB (2,366 words) - 18:03, 12 May 2008
- === Abstract ===13 KB (1,965 words) - 21:20, 10 July 2009
- == Abstract ==10 KB (1,412 words) - 14:43, 27 May 2009
- === Abstract === *Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitiv18 KB (2,364 words) - 20:28, 16 February 2007
- === Abstract === ...ents connect geometry diagrams (examples) to relevant geometry principles (abstract rules), robust learning will be supported.12 KB (1,545 words) - 00:39, 9 May 2009
- === Abstract ===29 KB (4,002 words) - 20:17, 15 December 2010
- === Abstract ===26 KB (3,674 words) - 00:14, 16 December 2010