Search results

Jump to: navigation, search

Create the page "Your Study" on this wiki! See also the search results found.

Page title matches

Page text matches

  • Accelerated future learning
    ...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
  • Achievement Goals
    ...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 enviro
    14 KB (2,116 words) - 14:58, 29 October 2010
  • Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
    ...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 problems
    19 KB (2,778 words) - 07:48, 19 August 2011
  • AlevenButcher Study
    [[Category:Study]]
    2 KB (331 words) - 15:11, 27 December 2006
  • Algebra
    **[[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat
    3 KB (370 words) - 16:15, 18 August 2011
  • Analogical Scaffolding in Collaborative Learning
    | '''Study Start Date''' || Sept. 1, 2008 | '''Study End Date''' || Aug. 31, 2009
    19 KB (2,592 words) - 23:23, 2 July 2010
  • Application of SimStudent for Error Analysis
    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 (bot
    10 KB (1,552 words) - 13:30, 29 August 2011
  • Applying optimal scheduling of practice in the Chinese Learnlab
    ...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
  • Arithmetical fluency project
    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
  • Assistance Dilemma English Articles
    ! Start date study 1 ! End date study 1
    10 KB (1,339 words) - 19:08, 17 November 2009
  • Assistance Hypothesis
    ...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 t
    4 KB (537 words) - 19:43, 8 April 2007
  • Baker Choices in LE Space
    ...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 experienc
    27 KB (3,907 words) - 21:26, 5 December 2009
  • Basic skills training
    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
  • Between classroom design
    ...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
  • Bridging Principles and Examples through Analogy and Explanation
    ====Study 1 (In Vivo)==== | '''Study Start Date''' || October, 2007
    13 KB (1,790 words) - 13:33, 29 August 2011
  • Chemistry
    ...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
  • Chinese pinyin dictation
    There are no [[robust learning]] measures in this study.
    4 KB (628 words) - 13:36, 29 August 2011
  • Clicking through hints
    ...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
    642 bytes (103 words) - 16:30, 31 March 2007
  • Co-presence Of Text
    Bauer and Koedinger are currently conducting [[Note-Taking:_Coordination|a study]] to evaluate whether the presence of a notepad showing students' notes fro
    3 KB (333 words) - 09:03, 22 April 2008
  • Co-training and pairing
    *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 2) *Study Start Date Sep 1, 2006
    4 KB (514 words) - 01:01, 12 March 2008
  • Co-training of Chinese charact
    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 course
    6 KB (858 words) - 17:12, 22 January 2007
  • Co-training of Chinese characters
    *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 1) *Study Start Date Sep 1, 2005
    6 KB (794 words) - 03:13, 3 November 2008
  • Cognitive Factors
    ...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 Balass
    12 KB (1,841 words) - 13:37, 29 August 2011
  • Cognitive headroom
    ...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
  • Cognitive task analysis
    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. Journ
    9 KB (1,236 words) - 15:22, 31 August 2011
  • Collaboration
    ...[[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 collaborative
    1 KB (193 words) - 19:34, 23 May 2007
  • Competition Model
    ...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
  • Composition Effect Kao Roll
    ! Study # !! Start Date !! End Date !! LearnLab Site !! # of Students !! Total Par This study found that the presence of distracters creates
    21 KB (2,889 words) - 14:51, 10 December 2009
  • Composition Effect Kao Roll - old, please keep
    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, and
    5 KB (701 words) - 18:40, 9 April 2008
  • Computational Modeling and Data Mining
    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 t
    16 KB (2,217 words) - 15:25, 31 August 2011
  • Conceptual Learning in Chemistry
    ..., 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 colla
    32 KB (4,436 words) - 15:06, 17 January 2008
  • Contiguity
    ...ayer and colleagues. Typically, these studies involve task where subjects study a declarative presentation of a particular mechanism (e.g., the processes t
    2 KB (293 words) - 19:16, 3 March 2008
  • Contiguous Representations for Robust Learning (Aleven & Butcher)
    ====Study 1==== | '''Study Start Date''' || January 24, 2006
    18 KB (2,358 words) - 15:27, 31 August 2011
  • Coordinative Learning
    ...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
  • Corrective self-explanation
    ...' [[worked examples]]; explaining how and why they are incorrect. See the study by [[Booth]].
    4 KB (526 words) - 15:28, 31 August 2011
  • Craig observing
    | '''Study Start Date''' || Sept. 1, 2006 | '''Study End Date''' || Aug. 31, 2007
    13 KB (1,737 words) - 16:35, 7 October 2008
  • Craig questions
    | '''Study Start Date''' || 12-1-05 | '''Study End Date''' || 8-1-06
    11 KB (1,476 words) - 17:19, 15 November 2010
  • DataShop 3.x Features
    ...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
  • DataShop Pipeline
    | Stoichiometry Study | PSLC Stoichiometry Study 1
    27 KB (3,555 words) - 16:45, 21 July 2008
  • Development of a Novel Writing System
    ...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 rev
    5 KB (670 words) - 15:06, 13 July 2011
  • DiBiano Personally Relevant Algebra Problems
    '' Pilot Study '' | '''Study Start Date''' || September 2008
    20 KB (2,839 words) - 15:37, 31 August 2011
  • Does learning from examples improved tutored problem solving?
    ...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 cluste
    8 KB (1,141 words) - 20:03, 21 March 2008
  • Does learning from worked-out examples improve tutored problem solving?
    ...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 le
    27 KB (3,900 words) - 15:38, 31 August 2011
  • ELI Study on Activity Theory and student use of REAP (Spring 2007)
    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 dat
    3 KB (402 words) - 19:58, 21 April 2008
  • Ecological control group
    ...ance, in the [[Rummel_Scripted_Collaborative_Problem_Solving|Rummel et al. study of scripting collaboration]], the ecological control is a students working
    2 KB (243 words) - 21:32, 10 April 2007
  • Educational Game Design and its attributes that affect learning
    ...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-level
    10 KB (1,566 words) - 11:03, 19 May 2009
  • Educational Research Methods 10
    [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 i
    19 KB (2,736 words) - 11:14, 3 December 2011
  • Educational Research Methods 2014
    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 i
    35 KB (5,226 words) - 14:21, 24 October 2016
  • Educational Research Methods 2017
    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 i
    27 KB (4,033 words) - 15:47, 23 April 2017
  • Effect of adding simple worked examples to problem-solving in algebra learning
    | '''Study Start Date''' || December 4, 2006 | '''Study End Date''' || December 20, 2006
    4 KB (605 words) - 15:40, 31 August 2011
  • Emergece Project (Chi)
    | '''Study Start Date''' || May 2008 | '''Study End Date''' || October 2008
    25 KB (3,832 words) - 21:01, 11 January 2008
  • Enhancing Learning through Computer Animation
    ====Study 1==== | '''Study Start Date''' || January, 2008
    3 KB (338 words) - 20:55, 19 May 2009
  • Error correction support
    In the[[Student_Uncertainty|Forbes-Riley & Litman]] study, if students give a correct response but the intonation contour of their sp
    1 KB (218 words) - 15:01, 24 May 2007
  • Example-rule coordination principle
    ...on [http://ies.ed.gov/ncee/wwc/practiceguides/ "Organizing Instruction and Study to Improve Student Learning"] as a great source for relevant references. Se
    5 KB (610 words) - 15:41, 31 August 2011
  • Expanding spacing interval
    * Cull, W. L. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psych
    2 KB (326 words) - 20:01, 12 December 2007
  • Experience Alone
    ...ning and general intelligence. Educational Review, 36, 42-48. This classic study demonstrates how the effects of practice may be enhanced by giving guided i
    4 KB (637 words) - 19:34, 5 June 2009
  • Explicit and implicit knowledge of infinitival and gerundival verb complements in L2 speech
    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 kno
    7 KB (1,128 words) - 15:42, 31 August 2011
  • Extending Reflective Dialogue Support (Katz & Connelly)
    | '''Study Start Date''' || 10/1/07 | '''Study End Date''' || 9/30/08
    19 KB (2,538 words) - 21:07, 4 May 2009
  • FAQ for teachers
    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
  • Fading
    ...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 be
    2 KB (251 words) - 07:26, 9 August 2012
  • Feature validity
    ...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
  • Flow
    ...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 lear
    8 KB (1,268 words) - 20:29, 2 September 2011
  • Fluency Pressure
    ...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 pe
    448 bytes (66 words) - 02:50, 12 December 2007
  • Fluency Summer Intern Project 2008
    ...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 sequ
    10 KB (1,494 words) - 20:03, 8 December 2008
  • Fluency Summer Intern Project 2009
    ...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 kno
    6 KB (880 words) - 13:54, 1 August 2009
  • Fluency pressure
    ...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 pe
    2 KB (219 words) - 04:44, 15 October 2010
  • Fostering fluency in second language learning
    ! Study start and end dates | Study 1: September - November 2006
    45 KB (6,505 words) - 08:52, 14 September 2012
  • FrenchCulture
    | '''Study Start Date''' || September 2005 | '''Study End Date''' || May 2006
    11 KB (1,549 words) - 17:39, 7 October 2008
  • French gender attention
    ! Study Start Date ! Study End Date
    11 KB (1,553 words) - 21:29, 18 August 2010
  • French gender cue learning through optimized adaptive practice
    ! Study Start Date ! Study End Date
    11 KB (1,561 words) - 16:14, 5 December 2007
  • French gender cues
    ...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
  • French gender prototypes
    ! Study Start Date ! Study End Date
    7 KB (1,026 words) - 22:16, 4 October 2008
  • Geometry Greatest Hits
    ====Study 1==== | '''Study Start Date''' || January, 2009
    7 KB (946 words) - 14:31, 7 September 2011
  • Gifted
    ...ies have also tried to tap into possible reasons for underachievement. One study found these students take credit for success yet shun failure (Laffoon, Jen
    9 KB (1,449 words) - 12:08, 26 March 2009
  • Glossary Instructions
    ...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 t
    2 KB (352 words) - 14:32, 9 May 2007
  • Goal setting and its constructs
    ...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 affec
    9 KB (1,311 words) - 18:39, 13 May 2009
  • HandwritingEquationSolving
    #REDIRECT [[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat
    110 bytes (13 words) - 20:27, 28 June 2007
  • Handwriting Algebra Tutor
    *[[Lab study proof-of-concept for handwriting vs typing input for learning algebra equat
    4 KB (550 words) - 02:44, 23 April 2007
  • Hausmann Diss
    | '''Study Start Date''' || Sept. 20, 2004 | '''Study End Date''' || April 28, 2005
    14 KB (1,976 words) - 17:02, 10 October 2008
  • Hausmann Study
    | '''Study Start Date''' || Sept. 1, 2005 | '''Study End Date''' || Aug. 31, 2006
    17 KB (2,318 words) - 20:15, 15 December 2010
  • Hausmann Study2
    | '''Study Start Date''' || Sept. 1, 2006 | '''Study End Date''' || Aug. 31, 2007
    14 KB (1,983 words) - 14:38, 10 October 2008
  • Help Lite (Aleven, Roll)
    | '''Study Start Date''' || 5/2006 | '''Study End Date''' || 5/2006
    6 KB (897 words) - 00:11, 16 December 2010
  • Help abuse
    ...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 found
    1 KB (209 words) - 00:40, 11 December 2007
  • IPL Instructional Principles
    ...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
  • In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
    | '''Study Start Date''' || April 11, 2007 | '''Study End Date''' || May 25, 2007
    9 KB (1,231 words) - 14:34, 7 September 2011
  • In vivo experiment
    ...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 instruc
    10 KB (1,403 words) - 12:43, 8 September 2011
  • Instructional Principles and Hypotheses
    ...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
  • Integrated Learning of Chinese
    *Study Start Date Jan 1, 2008 *Study End Date July 31, 2009
    7 KB (985 words) - 00:07, 29 September 2008
  • Integration of reading, writing and typing in learning Chinese words
    *Study Start Date Sep 1, 2008 *Study End Date July 31, 2009
    5 KB (680 words) - 12:48, 8 September 2011
  • Intelligent Writing Tutor
    ! Start date study 1 ! End date study 1
    22 KB (3,221 words) - 02:32, 8 October 2008
  • Interaction plateau
    ...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 students
    16 KB (2,351 words) - 03:42, 12 December 2007
  • Interactive Communication
    ...is sometimes highly effective and sometimes less effective. Sometimes we study highly constrained forms of communication in order to vary isolated aspects
    9 KB (1,298 words) - 12:48, 8 September 2011
  • Japanese fluency
    ...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 involved
    20 KB (2,950 words) - 21:46, 5 April 2008
  • Knowledge component
    ...ognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth|knowledge component construction vs. recall]]. In her case, the ke
    5 KB (731 words) - 19:34, 31 May 2016
  • Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
    | '''Study Start Date''' || August 1, 2005 | '''Study End Date''' || October 8, 2005
    8 KB (1,123 words) - 17:28, 2 November 2010
  • Learning About Emergence and Heat Transfer (Chi)
    | '''Study Start Date''' || May 2008 | '''Study End Date''' || October 2009
    29 KB (4,338 words) - 20:54, 16 January 2008
  • Learning Chinese pronunciation from a “talking head”
    *Study Start Date Sep 1, 2005 *Study End Date Dec 31, 2006
    6 KB (798 words) - 15:02, 12 March 2008
  • Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
    ! Study start and end dates | Study 1: September - December 2008
    17 KB (2,431 words) - 19:56, 2 July 2009
  • Learning French gender cues with prototypes
    ! Study Start Date ! Study End Date
    12 KB (1,804 words) - 22:30, 4 October 2008
  • Learning a tonal language: Chinese
    *Study Start Date Sep 1, 2005 *Study End Date Dec 31, 2006
    6 KB (820 words) - 01:00, 14 May 2009
  • Learning event scheduling
    ...e of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex to ...P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org
    1 KB (171 words) - 20:03, 12 December 2007
  • Learning the role of radicals in reading Chinese
    *Node Title: Semantic Radicals Study *Study Start Date Sep 1, 2005
    6 KB (890 words) - 20:26, 26 March 2008
  • Leverage Learning from Chemistry Visualizations (Ming & Schoenfield)
    ====Study 1==== | '''Study Start Date''' || January, 2009
    3 KB (313 words) - 18:17, 14 May 2009
  • Lexical effects
    ...ther because of semantic reasons or from frequency effects. In the current study, prototypes were selected that seemed typical for a class.
    1 KB (231 words) - 22:01, 5 April 2008
  • Locus of Control
    The final study described in this article used Levenson's (1973) 24-item measure of Locus o In a study of 397 undergraduates, Shell & Husman (2008) obtained multiple motivational
    11 KB (1,580 words) - 13:48, 26 March 2009
  • Long-term retention
    ...(the time between the beginning and end of the instructional period of the study). Differences between control and treatment instruction tend to be harder ...ost-test]]". Empirically, one example within PSLC is Aaron Bauer's first study of on-line note-taking: He found that when taking on-line notes, those stu
    4 KB (637 words) - 13:38, 31 May 2007
  • Main Page
    ...es.ed.gov/ncer/pubs/practiceguides/20072004.asp Organizing Instruction and Study to Improve Student Learning], one of the Practice Guides of the Department The structure of the research cluster and study pages is as follows (a template can be found at [[Project Page Template and
    8 KB (1,241 words) - 12:48, 5 September 2019
  • Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
    | '''Study Start Date''' || Planned Start: April 24, 2007 | '''Study End Date''' || Expected End: June 1, 2007
    13 KB (1,687 words) - 20:19, 15 December 2010
  • Math Game Elements
    ====Study 1==== | '''Study Start Date''' || Fall, 2010
    7 KB (1,126 words) - 20:13, 7 January 2010
  • Mayer and McLaren - Social Intelligence And Computer Tutors
    ...blems | McLaren et al's stoichiometry tutor]] for the purpose of this new study. We have also created “voice” versions of each lesson in which the tut ...y at the University of California, with over 100 subjects, and a classroom study in 4 high schools in the eastern United States, also with over 100 subjects
    9 KB (1,397 words) - 22:28, 20 November 2009
  • McLaren et al - Conceptual Learning in Chemistry
    ...students following a predefined model. A qualitative data analysis of this study revealed a tendency for the dyads that received the adaptive feedback to im ...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 colla
    33 KB (4,408 words) - 08:34, 21 October 2008
  • McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
    ...o?datasetId=2 Dataset: Pittsburgh Science of Learning Center Stoichiometry Study 1]<br> ...o?datasetId=2 Dataset: Pittsburgh Science of Learning Center Stoichiometry Study 1]<br>
    24 KB (3,509 words) - 20:20, 15 December 2010
  • Mental rotations during vocabulary training
    Study Start Date: 8/1/07 Study End Date: 6/30/07
    6 KB (950 words) - 12:29, 18 April 2007
  • Metacognition and Motivation
    ...in multiple LearnLabs, and will enable PSLC researchers across thrusts to study motivation and metacognition as mediating variables when evaluating interve ...ing principles can improve and support metacognitive ability, we will also study the effect of interventions aimed at enhancing motivation, as a way of unco
    8 KB (1,110 words) - 15:43, 21 July 2011
  • Musings on Learning Events
    ...e of interactions with task domain (declarative or procedural), task type (study or test), and repetition spacing, learning event scheduling is a complex to ...s and study instructional events. My previous distinction between test and study learning events did not deal as well with the notion of observability, when
    15 KB (2,418 words) - 00:03, 11 May 2007
  • Normal post-test
    See Ken Koedinger's PSLC lunch presentaiton: "Toward Tighter Theory-Study Connections: Robust Learning Metrics"
    574 bytes (79 words) - 23:59, 5 April 2007
  • Note-Taking: Coordination
    | '''Study Start Date''' || March 1, 2008 | '''Study End Date''' || March 27, 2008
    8 KB (1,202 words) - 14:44, 21 April 2008
  • Note-Taking: Copy Paste
    | '''Study Start Date''' || March 1, 2005 | '''Study End Date''' || June 10, 2005
    8 KB (1,140 words) - 23:31, 14 April 2007
  • Note-Taking: Focusing On Concepts
    | '''Study Start Date''' || June 1, 2007 | '''Study End Date''' || July 31, 2007
    10 KB (1,457 words) - 13:58, 10 September 2010
  • Note-Taking: Focusing On Quantity
    | '''Study Start Date''' || October 1, 2007 | '''Study End Date''' || November 31, 2007
    9 KB (1,313 words) - 18:06, 13 April 2007
  • Note-Taking: Restriction and Selection
    | '''Study Start Date''' || May 1, 2006 | '''Study End Date''' || July 20, 2006
    11 KB (1,690 words) - 18:21, 13 April 2007
  • Note-Taking Technologies
    ''Selection:'' This term is used in the context of this study to identify the behavior of using the mouse and cursor to actively highligh ...ages. [[Long-term retention]] measures are included in all but the initial study.
    9 KB (1,227 words) - 23:49, 14 April 2007
  • Optimized scheduling
    ...d.gov/ncee/wwc/pdf/practiceguides/20072004.pdf "Organizing Instruction and Study to Improve Student Learning"] describes a generalization of this principle, ...earning from worked-out examples improve tutored problem solving? |Renkl's study]]).
    7 KB (933 words) - 15:43, 28 October 2009
  • Optimizing the practice schedule
    ...experimentally. After making a model of these effects, the results of this study will be applied in the classroom to improving the [[optimized scheduling]] **This study used a complex design to see the effects of errors on learning. If errors s
    11 KB (1,506 words) - 22:30, 8 December 2008
  • Overconfidence in Self-Efficacy
    ...confidence magnitude and evaluating actual performance. For instance, in a study based on the game Mastermind, the participants rated their self-efficacy in ...eers despite student’s performance. The correlations illuminated by this study alone seemed to have revealed a more complicated picture of self-efficacy t
    10 KB (1,453 words) - 08:13, 26 March 2009
  • PSLC GradStudents
    ...President expressing your interest. Please provide a brief description of your work and attach relevant publications (or works in progress) in the email. ....e., meeting with stakeholders, not analyzing data you get from an in-vivo study).
    26 KB (4,112 words) - 21:35, 18 January 2024
  • PSLC Integrated Project Summary
    ...rked-out examples or by being tutored. In this study, we use SimStudent to study how and when erroneous skills (the skills that produce errors when applied) ...planations in the example group is consistent with the theory that example study frees cognitive resources so learners can engage in deeper processing. Whi
    54 KB (7,944 words) - 15:25, 2 June 2009
  • PSLC Year 5 Projects
    ...hen we built a tutoring system for IPL. 3) 10 days ago I finished another study in Steel Valley Middle School evaluating the tutor.
    5 KB (740 words) - 17:39, 25 May 2009
  • Personalization
    [[REAP_Study_on_Personalization_of_Readings_by_Topic_(Fall_2006)|The REAP study on personalization]] found that personalization of practice reading materia ...reading passages based on their titles. However, it is unclear from that study whether the improvements were due solely to choice or the fact that student
    10 KB (1,401 words) - 13:50, 1 July 2008
  • Physics
    *Analogical Scaffolding in Collaborative Learning, lab study (Gadgil &Nokes, 2009) ...udents’ Gaming Behaviors in an Intelligent Tutoring System. Data mining study (Kasia Muldner, Winslow Burleson, Brett Van de Sande, Kurt VanLehn, 2009-20
    26 KB (3,780 words) - 21:07, 6 September 2011
  • Plateau study
    | '''Study Start Date''' || Feb. 21, 2007 | '''Study End Date''' || March 07, 2008
    13 KB (1,965 words) - 18:08, 10 October 2008
  • Post-practice reflection (Katz)
    | '''Study Start Date''' || 1/1/05 | '''Study End Date''' || 12/31/05
    14 KB (1,846 words) - 20:16, 3 November 2008
  • Practice at Retrieval
    ...n from lectures and readings. Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be dra Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psych
    6 KB (945 words) - 19:34, 5 June 2009
  • Prior Knowledge
    Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, England: Cambridge Univer
    4 KB (608 words) - 19:14, 5 June 2009
  • Process of Remembering
    ...er, during a test there are usually less cues to aid retrieval than during study, thus, making recall more difficult than may be expected based upon prior r
    4 KB (610 words) - 19:37, 5 June 2009
  • Project Page Template and Creation Instructions
    ...chool name as well as "fall" and/or "spring" and the year to show when the study ran. If multiple schools then skip the school name. Below are instructions for creating your project pages in the wiki. A template is also included which you can cut a
    7 KB (981 words) - 13:31, 11 March 2011
  • Prompted self-explanation hypothesis
    ...ple or each line of the text causes higher learning gains than having them study the material without such prompting. you a new insight into your understanding of how the circulatory system works, or does it raise a quest
    13 KB (1,979 words) - 14:50, 23 January 2009
  • Prompted self-explanation principle
    ...ple or each line of the text causes higher learning gains than having them study the material without such prompting. you a new insight into your understanding of how the circulatory system works, or does it raise a quest
    14 KB (1,991 words) - 05:52, 7 May 2010
  • Providing optimal support for robust learning of syntactic constructions in ESL
    ! Study 1 Goals ! Study 2 Goals
    34 KB (4,979 words) - 13:58, 4 December 2008
  • Publications
    Chi, M.T.H. (2006). Two approaches to the study of experts’ characteristics. (2006). In N. Charness, P. Feltovich, & R. H ...i M. (2012). Adaptive expertise as acceleration of future learning: A case study. In P. J. Durlach & A. M. Lesgold (Eds.) Adaptive Technologies for Training
    338 KB (45,437 words) - 20:03, 6 February 2017
  • REAP Comparison to Classroom Instruction (Fall 2006)
    | '''Study Start Date''' || September 2006 | '''Study End Date''' || April, 2007
    20 KB (3,034 words) - 20:30, 13 May 2008
  • REAP ET/Use Cases/ResearcherSetsUpInterface
    Post-Conditions: Interface is set up and ready to use for a study
    2 KB (356 words) - 00:03, 7 February 2008
  • REAP Personalization (Fall 2006)
    #REDIRECT [[REAP Study on Personalization of Readings by Topic (Fall 2006)]]
    76 bytes (10 words) - 20:28, 28 June 2007
  • REAP Study on Focusing of Attention (Fall 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 looking
    6 KB (787 words) - 16:58, 29 March 2007
  • REAP Study on Focusing of Attention (Spring 2007)
    == REAP Study on Focusing of Attention == | '''Study Start Date''' || January 26, 2007
    6 KB (892 words) - 15:11, 16 April 2007
  • REAP Study on Hearing Words Pronounced (Summer 2007)
    == REAP Study on Word Sense Disambiguation (Summer 2007) == | '''Study Start Date''' || May, 2007
    1 KB (174 words) - 15:31, 14 April 2007
  • REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
    == REAP Study on Personalization of Readings for Increased Interest == | '''Study Start Date''' || September 11, 2007
    5 KB (668 words) - 17:07, 25 September 2007
  • REAP Study on Personalization of Readings by Topic (Fall 2006)
    == REAP Study on Personalization of Readings for Increased Interest == | '''Study Start Date''' || September 11, 2006
    12 KB (1,755 words) - 17:54, 30 May 2008
  • REAP Study on Question Types (Summer 2006)
    == REAP Study on Question Types == | '''Study Start Date''' || May, 2006
    3 KB (443 words) - 16:59, 18 April 2008
  • REAP Study on Vocabulary Stretch (Spring 2006)
    == REAP Study on Vocabulary Stretch == | '''Study Start Date''' || January, 2006
    5 KB (841 words) - 16:58, 18 April 2008
  • REAP Study on Word Sense Disambiguation (Summer 2007)
    == REAP Study on Word Sense Disambiguation (Summer 2007) == | '''Study Start Date''' || May, 2007
    3 KB (469 words) - 17:57, 24 April 2008
  • REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
    == REAP Study on the Correlation Between Automatically and Manually Generated Reading Com | '''Study Start Date''' || June, 2007
    4 KB (529 words) - 22:36, 25 July 2007
  • REAP eli4 fall06
    #REDIRECT [[REAP Study on Personalization of Readings by Topic (Fall 2006)]]
    76 bytes (10 words) - 20:29, 28 June 2007
  • REAP main
    ...nations be added or requested of students before, during, or after example study and problem solving practice?" In REAP's case, the verbal explication come Beginning with the Spring 2006 study, dictionary definitions were available for all words in a reading unless no
    34 KB (4,901 words) - 19:19, 22 November 2010
  • Refinement and Fluency
    **[[French gender prototypes | Lab study of grammar learning contrasting explicit and implicit instruction and proto **[[French gender attention | Lab study of effects of time pressure and explicitness on gender learning]] (Presson,
    13 KB (1,746 words) - 01:50, 2 February 2010
  • Reflection questions
    ...see studies by Katz, Rummel, or Walker) but also during example study (see study by Craig).
    641 bytes (89 words) - 10:09, 18 April 2007
  • Reflective Dialogues (Katz)
    | '''Study Start Date''' || 3/1/06 | '''Study End Date''' || 6/30/07
    17 KB (2,321 words) - 20:18, 3 November 2008
  • Ringenberg Examples-as-Help
    | '''Study Start Date''' || 18 February 2005 | '''Study End Date''' || 04 April 2005
    8 KB (1,234 words) - 15:40, 8 October 2008
  • Ringenberg Ill-Defined Physics
    In the proposed study, participants will be presented with problems that lack some of the context For this study, the [[ill-defined problem]]s used lacked key information needed to solve t
    14 KB (2,069 words) - 19:16, 15 May 2009
  • Roll IPL
    ! Study # !! Start Date !! End Date !! LearnLab Site !! # of Students !! Total Par ...ement the procedure in a Cognitive Tutor, which will be evaluated in a lab study. This will allow us to better operationalize the process, do a micro-geneti
    19 KB (2,798 words) - 11:45, 23 May 2009
  • Rummel Scripted Collaborative Problem Solving
    '' Pre Study '' | '''Study Start Date''' || 03/13/06
    38 KB (5,243 words) - 00:12, 16 December 2010
  • Self-Determination
    The study of the context for which students set their goals also supports Self Determ ...e goals of the instruction would be a contributor to student success. The study used videos of 19 Swiss (German speaking) schools and 20 German schools. A
    10 KB (1,418 words) - 01:01, 26 March 2009
  • Self-explanation
    ...erences to fill in missing information, integrating information within the study materials, integrating new information with prior knowledge, and monitoring ..., self-explanations are detected by asking students to speak aloud as they study and counting any utterance beyond paraphrasing material as a possible self-
    1 KB (195 words) - 20:13, 24 May 2008
  • Self-explanation: Meta-cognitive vs. justification prompts
    | '''Study Start Date''' || Sept. 1, 2007 | '''Study End Date''' || Aug. 31, 2008
    13 KB (1,897 words) - 17:36, 10 October 2008
  • Self Efficacy
    ...retraining comes to mind, or some kind of feedback; perhaps that old Dweck study?][Schunk & Ertmer, 2000]
    10 KB (1,359 words) - 16:51, 18 January 2009
  • Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
    | '''2008 study''' || <i>N</i> = 132 6th-grade students | '''2009 study''' || <i>N</i> = 388 5th- and 6th-grade students
    20 KB (2,603 words) - 16:29, 12 March 2011
  • Social and Communicative Factors in Learning
    ...earning space analyses, in other words, the what and when of instruction. Study results investigating the effect of interaction, although somewhat mixed, h ...of communication as a core enabler of robust learning to include detailed study of patterns of interaction, the role of conversation and structured talk in
    26 KB (3,417 words) - 13:39, 4 April 2013
  • Spanish fluency
    ...n Spanish sentences and letting them practice repeating them back. In this study, students heard each sentence three times and immediately repeated it back.
    4 KB (616 words) - 17:48, 22 October 2009
  • Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
    | '''Study Start Date''' || June 2007 | '''Study End Date''' || July 2007
    17 KB (2,384 words) - 16:35, 26 July 2007
  • Stoichiometry Study
    ...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 alternati
    18 KB (2,697 words) - 14:49, 17 January 2008
  • Student Uncertainty
    | '''Study Start Date''' || 10-1-06 | '''Study End Date''' || 5-30-07
    23 KB (3,228 words) - 18:13, 12 March 2008
  • Testing effect
    ...P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org
    863 bytes (110 words) - 15:06, 18 November 2010
  • The Help Tutor Roll Aleven McLaren
    ! Study # !! Start Date !! End Date !! LearnLab Site !! # of Students !! Total Par ...example, by preventing help-seeking errors or gaming opportunities), this study focuses on helping students refine their Help Seeking [[knowledge component
    30 KB (4,298 words) - 00:11, 16 December 2010
  • The self-correction of speech errors (McCormick, O’Neill & Siskin)
    | Study Start Date || September 2005 | Study End Date||August 2007
    17 KB (2,302 words) - 15:47, 11 January 2008
  • Think-aloud data
    When study participants, like students or domain experts, are asked do an activity or
    1 KB (177 words) - 13:59, 24 October 2008
  • Transfer
    See the [[Booth | Julie Booth's study page]] for more elaboration on this particular example.
    2 KB (251 words) - 14:01, 9 May 2007
  • Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice
    [[Category:Study]]
    2 KB (264 words) - 16:45, 3 December 2007
  • Understanding paired associate transfer effects based on shared stimulus components
    ...e compared a condition where subjects practiced a Hanzi-Pinyin pair with a study (a presentation of the entire pair) followed by a drill 4 trials later with ...e basis unless there is a detailed model that encompasses both tasks. This study helps to provide such a model.
    6 KB (782 words) - 16:28, 3 December 2007
  • Unlabeled examples
    ...g effect, which is the benefit to testing (labeling) as opposed to passive study.
    803 bytes (119 words) - 21:34, 10 April 2007
  • Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
    ====Pilot Study==== | '''Study Start Date''' || January 24, 2006
    18 KB (2,366 words) - 18:03, 12 May 2008
  • Using learning curves to optimize problem assignment
    This study examined the effectiveness of an educational data mining method – Learnin The tests were the same as those used in the [[Composition Effect Kao Roll]] study.
    13 KB (1,965 words) - 21:20, 10 July 2009
  • Using syntactic priming to increase robust learning
    ! Study start date ! Study end date
    10 KB (1,412 words) - 14:43, 27 May 2009
  • Variable Learning I
    ...lems, which did not present the solution method. The variability of these study problems was also varied to test performance on transfer problems. Results ...s produced better retention only when tested under random conditions, this study examined 400 acquisition trials and found that the random group performed b
    8 KB (1,079 words) - 19:35, 5 June 2009
  • Variable Learning II
    In a cross-cultural study, American and Chinese elementary school teachers were interviewed regarding ...ures of a knowledge map may produce better learning as a demonstrated by a study involving students who learned about how a bill becomes a law from one of t
    9 KB (1,311 words) - 19:36, 5 June 2009
  • Visual-Verbal Learning (Aleven & Butcher Project)
    ====Study 1 (In Vivo, Geometry Cognitive Tutor) ==== **In Vivo Study: 10th grade geometry classes in rural Pennsylvannia school
    18 KB (2,364 words) - 20:28, 16 February 2007
  • Visual-verbal integration
    ...s left implicit in many types of traditional chemistry instruction. In one study two sets of online lectures were created by Prof. Yaron to determine if ins
    12 KB (1,559 words) - 01:54, 23 April 2009
  • Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
    ====Study 1==== | '''Study Start Date''' || December 2007
    12 KB (1,545 words) - 00:39, 9 May 2009
  • Visual Representations in Science Learning
    | '''Lab study 1: Data available in DataShop''' || no log data collected <br> | '''Lab study 2: Data available in DataShop''' || no log data collected <br>
    29 KB (4,002 words) - 20:17, 15 December 2010
  • Walker A Peer Tutoring Addition
    '' Pre Study 1'' | '''Study Start Date''' || 05/06
    26 KB (3,674 words) - 00:14, 16 December 2010
  • Within classroom design
    ...onditions are quite obvious, a within classroom design can also reduce the study's internal validity (see Cook & Shadish, 1994). Given these circumstances,
    2 KB (249 words) - 12:43, 5 September 2007
  • Worked example principle
    ...olve, students learn more efficiently and more robustly when more frequent study of worked examples is interleaved with problem solving practice. ...ch step in this solution, so that you can better solve the next problem on your own:
    19 KB (2,786 words) - 15:52, 12 July 2017
  • Worked examples
    ...ion_and_Worked_Examples_in_the_Solving_of_Stoich_Problems | McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies i
    4 KB (518 words) - 20:08, 24 May 2008
Retrieved from "https://learnlab.org/wiki/index.php?title=Special:Search"