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  • 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

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