Difference between revisions of "Talk:Refinement and Fluency"
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| − | Ken Koedinger: I don't follow why certain (any?) studies are under the Explicit Instruction heading C (Explicit instruction: Practice and Scheduling). The treatment in Pavlik's and Cen's studies are quite implicit -- variations in the timing and/or amount of practice. There is no explicit verbalization involved in either treatment -- see the definitions of [[explicit instruction]] and [[implicit instruction]]. | + | Ken Koedinger: I don't follow why certain (any?) studies are under the Explicit Instruction heading C (Explicit instruction: Practice and Scheduling). The treatment in Pavlik's and Cen's studies are quite implicit -- variations in the timing and/or amount of practice. There is no explicit verbalization involved in either treatment -- see the definitions of [[explicit instruction]] and [[implicit instruction]] as well as the associated hypotheses further above on the page. |
I think these Practice and Scheduling studies would be better in their own category, as I believe was the case earlier (which is why I am putting this in the discussion rather just changing it back). Alternatively, they seem more closely aligned with "Availability of knowledge during learning", where Pavlik is also listed, or with "Active Processing". | I think these Practice and Scheduling studies would be better in their own category, as I believe was the case earlier (which is why I am putting this in the discussion rather just changing it back). Alternatively, they seem more closely aligned with "Availability of knowledge during learning", where Pavlik is also listed, or with "Active Processing". | ||
Latest revision as of 17:12, 20 December 2007
Ken Koedinger: I don't follow why certain (any?) studies are under the Explicit Instruction heading C (Explicit instruction: Practice and Scheduling). The treatment in Pavlik's and Cen's studies are quite implicit -- variations in the timing and/or amount of practice. There is no explicit verbalization involved in either treatment -- see the definitions of explicit instruction and implicit instruction as well as the associated hypotheses further above on the page.
I think these Practice and Scheduling studies would be better in their own category, as I believe was the case earlier (which is why I am putting this in the discussion rather just changing it back). Alternatively, they seem more closely aligned with "Availability of knowledge during learning", where Pavlik is also listed, or with "Active Processing".
