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  • Accurate knowledge estimates principle
    ...individual KCs and to track KC acquisition during learning (cf. Corbett & Anderson, 1995). Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural
    5 KB (687 words) - 14:50, 16 May 2009
  • Applying optimal scheduling of practice in the Chinese Learnlab
    *Pavlik Jr., P. I., & Anderson, J. R. (2004,November). Optimizing Paired-Associate Learning. Poster presen *Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    11 KB (1,583 words) - 17:00, 3 December 2007
  • Assistance Dilemma English Articles
    <br>11. Pavlik Jr., P.I., and Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    10 KB (1,339 words) - 19:08, 17 November 2009
  • Baker Choices in LE Space
    ...nt will learn a skill at each opportunity to practice skill (cf. Corbett & Anderson, 1995) ...ability that student will know a skill when starting tutor (cf. Corbett & Anderson, 1995)
    27 KB (3,907 words) - 21:26, 5 December 2009
  • Booth
    Anderson, J.R. (1989). The analogical origins of errors in problem solving. In D. Kl
    13 KB (1,763 words) - 20:16, 15 December 2010
  • Bridging Principles and Examples through Analogy and Explanation
    ...tics or physics they rely heavily on prior examples to solve new problems (Anderson, Greeno, Kline, & Neves, 1981; Ross, 1984; VanLehn, 1998). Furthermore, lab ...J., & Neves, D. M. (1981). Acquisition of problem-solving skill. In J. R. Anderson (Ed.), ''Cognitive skills and their acquisition'' (pp. 191-230). Hillsdale,
    13 KB (1,790 words) - 13:33, 29 August 2011
  • Chinese pinyin dictation
    *Pavlik, P., & Anderson, J. (2005). Practice and forgetting effects on vocabulary memory: An activa
    4 KB (628 words) - 13:36, 29 August 2011
  • Chunking
    Relevant theories include Newell's Soar, Anderson's ACT-R, Simon's EPAM, Grossberg’s avalanche, the linguistic theory of co
    3 KB (376 words) - 15:40, 19 May 2009
  • Cognitive Factors
    ...ned with completely general hypotheses about practice, based on Pavlik and Anderson (2005)’s model that describes the trade-off between the benefit of space
    12 KB (1,841 words) - 13:37, 29 August 2011
  • Cognitive Tutors
    ...athematics interventions. Early work on cognitive tutors is summarized in Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). ''Cogniti
    1 KB (197 words) - 22:18, 15 February 2007
  • Cognitive tutor
    * Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive * Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to s
    2 KB (229 words) - 20:05, 4 March 2011
  • Composition Effect Kao Roll
    Anderson (1990) found that a hallmark of geometry # Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of experti
    21 KB (2,889 words) - 14:51, 10 December 2009
  • Composition Effect Kao Roll - old, please keep
    Koedinger, K.R., & Anderson, J.R. (1997). Intelligent Tutoring Goes to School in the Big City. Internat
    5 KB (701 words) - 18:40, 9 April 2008
  • Conceptual Learning in Chemistry
    ...erved and investigated also in other domains, for example, math (Singley & Anderson, 1989). ...effective for learning also comes from research on cognitive tutors (e.g. Anderson, Corbett, Koedinger, & Pelletier, 1995). A key strength of cognitive tutors
    32 KB (4,436 words) - 15:06, 17 January 2008
  • Does learning from worked-out examples improve tutored problem solving?
    ...ated, through a Bayesian process called “knowledge tracing” (Corbett & Anderson, 1995). Although problem solving supported by [[cognitive tutor]]s has been Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive
    27 KB (3,900 words) - 15:38, 31 August 2011
  • FaCT System
    ...predictions and trial selections (Anderson & Schooler, 1991; Pavlik Jr. & Anderson, 2005), the FaCT architecture is designed to house any model that produces * Anderson, J. R., & Schooler, L. J. (1991). Reflections of the environment in memory.
    2 KB (307 words) - 19:54, 12 December 2007
  • Feature focusing
    ...ummaries were found to produce superior outcomes to full text (see Reder & Anderson). * Reder, L. M. & Anderson, J. R. (1980a). A comparison of texts and their summaries: memorial consequ
    4 KB (464 words) - 22:05, 4 December 2009
  • Forgetting
    * Anderson, R. B. (2001). The power law as an emergent property. Memory & Cognition, 2 * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    1 KB (155 words) - 12:28, 15 December 2007
  • French gender attention
    *Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from exam
    11 KB (1,553 words) - 21:29, 18 August 2010
  • French gender cue learning through optimized adaptive practice
    ...iterature on the use of extensive practice toward proceduralization (e.g., Anderson & Fincham, 1994), we predict these behavioral measures, perhaps later exten *Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from exam
    11 KB (1,561 words) - 16:14, 5 December 2007
  • French gender cues
    *Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from exam *Pavlik Jr., P., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    7 KB (955 words) - 13:40, 18 August 2010
  • French gender prototypes
    *Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from exam
    7 KB (1,026 words) - 22:16, 4 October 2008
  • Geometry Greatest Hits
    ...ciences. Instructional designers often use principles in combination (e.g. Anderson et al, 1995; Quintana et al, 2004); knowing which combinations are effectiv Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995).
    7 KB (946 words) - 14:31, 7 September 2011
  • Harnessing what you know
    ...human cognition, including ''production rules'' in the ACT-R architecture (Anderson & Lebiere, 1998) and ''chunks'' in the SOAR architecture (Newell, 1990).<br # Anderson, J. R., & Lebiere, C. (1998). The atomic components of thought. Mahwah, N.J
    20 KB (2,996 words) - 14:46, 29 May 2009
  • Implicit instruction
    See also the distinction in ACT-R (e.g., Anderson & Lebiere, 1998) between procedural knowledge, which is implicitly processe * Anderson, J. R., & Lebiere, C. (1998). ''The Atomic Components of Thought.'' Hillsd
    3 KB (435 words) - 17:19, 15 November 2010
  • Instructional schedule
    *Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal sche
    4 KB (582 words) - 12:46, 8 September 2011
  • Japanese fluency
    ...and the law of practice., in Cognitive skills and their acquisition, J.R. Anderson, Editor. 1981, Hillsdale: NJ: Erlbaum.
    20 KB (2,950 words) - 21:46, 5 April 2008
  • Knowledge decomposability hypothesis
    ...used to validate student models in intelligent tutoring systems (Corbett & Anderson; Ohlsson & Mitrovic).
    2 KB (314 words) - 18:41, 20 May 2008
  • Learning French gender cues with prototypes
    ...iterature on the use of extensive practice toward proceduralization (e.g., Anderson & Fincham, 1994), we will use the Segalowitz measure as well as general inc *Anderson, J. R., & Fincham, J. M. (1994). Acquisition of procedural skills from exam
    12 KB (1,804 words) - 22:30, 4 October 2008
  • Learning by problem solving
    ...itive tutor principle: "Present instruction in a problem solving context" (Anderson, Corbett, Koedinger, & Pelletier, 1995). ** more generally, the idea of "proceduralization" in ACT-R theory (e.g., Anderson, 1983)
    922 bytes (127 words) - 15:05, 18 November 2010
  • Learning event scheduling
    * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    1 KB (171 words) - 20:03, 12 December 2007
  • Learning the role of radicals in reading Chinese
    ...e not always reliable predictors of word meaning (Hanley, 2005; Shu, Chen, Anderson, Wu, & Xuan, 2003), it may actually be more confusing for a beginning learn
    6 KB (890 words) - 20:26, 26 March 2008
  • McLaren et al - Conceptual Learning in Chemistry
    ...erved and investigated also in other domains, for example, math (Singley & Anderson, 1989). *Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitiv
    33 KB (4,408 words) - 08:34, 21 October 2008
  • Optimized scheduling
    * Pavlik Jr., P. I., & Anderson, J. R. (accepted). Using a model to compute the optimal schedule of practic
    7 KB (933 words) - 15:43, 28 October 2009
  • Optimizing the practice schedule
    *Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and Forgetting Effects on Vocabulary Memory: An Act *Pavlik Jr., P. I., & Anderson, J. R. (2004,November). Optimizing Paired-Associate Learning. Poster presen
    11 KB (1,506 words) - 22:30, 8 December 2008
  • PSLC Integrated Project Summary
    ...ctice is known to be very efficient for teaching novices (e.g., Koedinger, Anderson, Hadley & Mark, 1997); yet, students often acquire shallow procedural skill
    54 KB (7,944 words) - 15:25, 2 June 2009
  • Procedural
    ...table by procedural knowledge, and can be changed by procedural knowledge (Anderson & Lebiere, 1998). * Anderson, J. R. & Lebiere, C. (1998). The atomic components of thought. Mahwah, NJ:
    3 KB (446 words) - 13:31, 11 November 2008
  • Process of Remembering
    ...forgetting” of related information that they were not asked to recall. Anderson, Bjork, and Bjork (2000) label this effect “retrieval-induced forgetting. Anderson, M. C., Bjork, E. L., & Bjork, R. A. (2000). Retrieval-induced forgetting:
    4 KB (610 words) - 19:37, 5 June 2009
  • Providing optimal support for robust learning of syntactic constructions in ESL
    In the course of this study, the Pavlik and Anderson model will be applied to a new area: the interaction of multiple features i ...ocus on [[long-term retention]] and [[transfer]]. Following the Pavlik and Anderson model, training items are selected and spaced to optimize long-term gain. I
    34 KB (4,979 words) - 13:58, 4 December 2008
  • Publications
    Pavlik, P. & Anderson, J.R. (2008). Using a model to compute the optimal schedule of practice. Jo Ritter, S., Anderson, J.R., Koedinger, K.R. & Corbett, A. (2007). The Cognitive Tutor: Applied r
    338 KB (45,437 words) - 20:03, 6 February 2017
  • Retrieval inhibition
    * Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal L * Anderson, J. R., & Reder, L. M. (1999). The fan effect: New results and new theories
    1 KB (133 words) - 20:11, 12 December 2007
  • Ringenberg Ill-Defined Physics
    *[Heller et al., 1992] Heller, P., Keith, R., and Anderson, S. (1992). Teaching problem solving through cooperative grouping. part 1:
    14 KB (2,069 words) - 19:16, 15 May 2009
  • Roll IPL
    ...ctice is known to be very efficient for teaching novices (e.g., Koedinger, Anderson, Hadley & Mark, 1997); yet, students often acquire shallow procedural skill
    19 KB (2,798 words) - 11:45, 23 May 2009
  • Rummel Scripted Collaborative Problem Solving
    ...athematical [[conceptual knowledge|concepts]] is not necessarily achieved (Anderson, Corbett, Koedinger, & Pelletier, 1995). Second, students do not always mak * Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive
    38 KB (5,243 words) - 00:12, 16 December 2010
  • Social and Communicative Factors in Learning
    * Anderson, R. C., Chinn, C., Waggoner, M., Nquyen, K. (1998). Intellectually stimulat * Anderson. R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the Logica
    26 KB (3,417 words) - 13:39, 4 April 2013
  • Spaced practice
    * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    744 bytes (94 words) - 21:48, 2 December 2007
  • Temporal spacing
    * Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An act
    864 bytes (112 words) - 21:48, 2 December 2007
  • Transfer
    * Singley, K., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard Univ
    2 KB (251 words) - 14:01, 9 May 2007
  • Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
    ...f key diagram features that cue relevant conceptual knowledge (Koedinger & Anderson, 1990), supporting deep student understanding in geometry may require that *Koedinger, K. R., & Anderson, J. R. (1990). Abstract planning and perceptual chunks: Elements of experti
    18 KB (2,366 words) - 18:03, 12 May 2008
  • Using learning curves to optimize problem assignment
    [1] J. R. Anderson, J. M. Fincham and S. A. Douglass, Practice and retention: A unifying analy [8] A. T. Corbett and J. R. Anderson, Knowledge tracing: Modeling the acquisition of procedural knowledge, User
    13 KB (1,965 words) - 21:20, 10 July 2009

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