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• Coordinative Learning
  = The PSLC Coordinative Learning cluster = ...has multiple [[sources]]/methods available, two factors that might impact learning are:
  14 KB (1,830 words) - 15:35, 31 August 2011
• Craig questions
  == Investigating the robustness of vicarious learning: Sense making with deep-level reasoning questions == ...self-explanation]]). It is also not known if this effect can be useful for learning outside the lab setting.
  11 KB (1,476 words) - 17:19, 15 November 2010
• DataShop 3.x Features
  ==== Learning Curve Point Info [Actual: 6 weeks?] ==== As a researcher exploring learning curves, I'd like to see more information about a data point.
  8 KB (1,217 words) - 21:58, 4 November 2009
• DataShop Pipeline
  | "The CoChemEx Project: Conceptual Chemistry Learning through Experimentation and Adaptive Collaboration" | Improving Algebra Learning and Collaboration
  27 KB (3,555 words) - 16:45, 21 July 2008
• DiBiano Personally Relevant Algebra Problems
  ...ts’ personal interest in story contexts affects performance and [[robust learning]]. ...hat personalization of story problems has the potential to support student learning, using qualitative data analysis methods.
  20 KB (2,839 words) - 15:37, 31 August 2011
• Does learning from worked-out examples improve tutored problem solving?
  == Does learning from worked-out examples improve tutored problem solving? == ...continually fading the worked-out steps the student will have more optimal learning instances than either from only fully worked-out problems or only problem s
  27 KB (3,900 words) - 15:38, 31 August 2011
• Educational Game Design and its attributes that affect learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th ...ght up based on motivation theory to look into computer game’s effect on learning: challenge, fantasy and curiosity (Habgoods et al. 2005).
  10 KB (1,566 words) - 11:03, 19 May 2009
• Educational Game Design and its attributes that helps learning
  ...ing of the design context as well as conveying the knowledge to the design process. On the other hand, the primary problem that game designers encounter is th Cognitive learning process and its attributes related to educational game
  5 KB (615 words) - 16:12, 4 May 2009
• Educational Research Methods 10
  ==Research Methods for the Learning Sciences 85-748== ...], [[Metacognition and Motivation]], [[Social and Communicative Factors in Learning]], and [[Computational Modeling and Data Mining]]
  19 KB (2,736 words) - 11:14, 3 December 2011
• Educational Research Methods 2014
  ===Research Methods for the Learning Sciences 05-748=== These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors with insight into what aspects
  35 KB (5,226 words) - 14:21, 24 October 2016
• Effect of adding simple worked examples to problem-solving in algebra learning
  This ''in vivo'' experiment compared differences in learning that occur when students problem solve vs when they problem solve aided by ...the [[robust learning]] measures of [[transfer]] and [[accelerated future learning]]. Copying the problem the first time the students encountered a particula
  4 KB (605 words) - 15:40, 31 August 2011
• Emergece Project (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  25 KB (3,832 words) - 21:01, 11 January 2008
• Example-rule coordination
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (607 words) - 03:40, 12 December 2007
• Example-rule coordination principle
  ...uction that combines or helps students' combine learning from examples and learning of or from rules tends to be more effective than instruction that includes ...xplanation |analogical comparison of examples]] in Physics, Renkl's [[Does learning from worked-out examples improve tutored problem solving? |example fading]]
  5 KB (610 words) - 15:41, 31 August 2011
• Extending Reflective Dialogue Support (Katz & Connelly)
  == Extending Automated Dialogue Support for Robust Learning of Physics == ...s (Katz)|(Katz, Connelly, & Treacy)]] by trying to better support [[robust learning]] via a third condition in which students work through longer dialogues des
  19 KB (2,538 words) - 21:07, 4 May 2009
• FAQ for teachers
  ...ion helps the students the most, and contributes the most to the theory of learning. We do not want 'our' instruction to be better - we want to find which inst ...each study are carefully analyzed before being integrated into a theory of learning, in order to inform better design of instructional materials.
  5 KB (834 words) - 19:25, 28 June 2007
• Feature focusing
  Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant [[featur ...may also result in students spending more time during a [[learning events|learning event]] on a particular [[knowledge component]] and thus increase its [[str
  4 KB (464 words) - 22:05, 4 December 2009
• Feature validity
  [[Category:Coordinative Learning]] ...component are all relevant and none are irrelevant. Through the learning process of [[refinement]] a learner may modify an existing KC to produce a new one
  2 KB (232 words) - 15:43, 31 August 2011
• Fluency Summer Intern Project 2008
  ...ing 2008 for Study 2 of the project [[Fostering fluency in second language learning]] (De Jong, Halderman, and Perfetti). ...nces, followed by three sessions of [[Fostering fluency in second language learning|the 4/3/2 procedure]], which is designed to promote [[fluency]].
  10 KB (1,494 words) - 20:03, 8 December 2008
• Foundational skill building
  ...ills that need to be mastered in order to provide the basis for subsequent learning.
  172 bytes (26 words) - 15:42, 26 December 2006
• 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
• Japanese fluency
  ...acquisition. The experiment examined the impact of practice on fluency in learning Japanese as a second language. The measures included read-aloud time and sp Index Terms: speech fluency, repetition, second language learning, Japanese.
  20 KB (2,950 words) - 21:46, 5 April 2008
• Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
  This laboratory experiment compared differences in learning that occur depending on the modality of input during algebra equation solvi ...in terms of speed and user satisfaction, handwriting would also provide ''learning'' advantages. We hypothesize two interrelated factors would be responsible
  8 KB (1,123 words) - 17:28, 2 November 2010
• Learning About Emergence and Heat Transfer (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning Chinese pronunciation from a “talking head”
  *Learning Chinese pronunciation from a “talking head” ...ad” articulation. We predict [[multimedia sources]] can lead to [[robust learning]] when the [[cognitive load]] is within limit.
  6 KB (798 words) - 15:02, 12 March 2008
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  =Learning Vocabulary in an ESL Classroom: Definition Order Effects and Self Generatio | Learning ESL Vocabulary Using Context and Definitions: Order Effects and Self-Gener
  17 KB (2,431 words) - 19:56, 2 July 2009
• Learning Epistemologies
  ...enced by our students’ as well as our own epistemologies (theories about learning). ...dition to cognitive factors, motivational factors influence the quality of learning. Motivation is an affective property that energizes an individual to act.
  7 KB (1,023 words) - 19:35, 5 June 2009
• Learning French gender cues with prototypes
  ...imized adaptive practice |Presson, MacWhinney & Pavlik's]] previous gender learning study. ...t learning of French nominal gender, as well as the factors that make this learning more difficult.
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  *Node Title: Learning a tonal language: Chinese ...ending to the critical [[features]] of the tonal pitch contour facilitates learning.
  6 KB (820 words) - 01:00, 14 May 2009
• Learning impasse
  ...ars to require that students reach a learning impasse. They argue that the learning impasse motivates the student to take an active role in constructing a bett
  735 bytes (109 words) - 18:41, 15 February 2007
• Less is More
  ...ing are generally enhanced (see Principles: Practice at Retrieval, Varying Learning Conditions, and Re-representing Knowledge). ...r auditory, and is limited in the amount of information that he or she can process at any one time regardless of the type of information (Baddeley, 2002). Whe
  4 KB (594 words) - 19:37, 5 June 2009

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