Search results

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

• 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

View (previous 20 | next 20) (20 | 50 | 100 | 250 | 500)