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A Measurement Model of Microgenetic Transfer for Improving Instructional Outcomes

Philip I. Pavlik, Michael Yudelson, Kenneth R. Koedinger
2015 International Journal of Artificial Intelligence in Education  
Department of Education (IES-NCSER) #R305B070487 and was also made possible with the assistance and funding of Carnegie Learning Inc., the Pittsburgh Science of Learning Center, DataShop team (NSF-SBE)  ...  improved instruction.  ...  Transfer of knowledge learned during prior events to a new performance context can be challenging for students, so better measurement of transfer that furthers our ability to configure instruction to help  ... 
doi:10.1007/s40593-015-0039-y fatcat:h6zp63i5ezadpbr2skmdvt4y64

Progression paths in children's problem solving: The influence of dynamic testing, initial variability, and working memory

Wilma C.M. Resing, Merel Bakker, Christine M.E. Pronk, Julian G. Elliott
2017 Journal of Experimental Child Psychology  
Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter-and intra-individual change in problem-solving processes.  ...  Results indicated that children in both treatment groups improved but gains were greater for those who had received training.  ...  Acknowledgements: We would like to thank Mark de Rooij for his helpful comments on an earlier version of this article.  ... 
doi:10.1016/j.jecp.2016.09.004 pmid:27721033 fatcat:zd3l4tg5ybak7asx3zakj4q2ze

Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding

Jennifer Amsterlaw, Henry M. Wellman
2006 Journal of Cognition and Development  
This work provides the first microgenetic record of children's transition to a representational theory of mind.  ...  Over consecutive weeks, microgenetic groups received implicit feedback about their performance on 24 FB tasks and generated explanations for FB events. Only 1 microgenetic group improved.  ...  We also thank Maureen Callanan and two anonymous reviewers for their thoughtful comments on a previous draft of the article.  ... 
doi:10.1207/s15327647jcd0702_1 fatcat:jwopxypppfbrtouvgskjzhmpj4

Promoting Transfer: Effects of Self-Explanation and Direct Instruction

Bethany Rittle-Johnson
2006 Child Development  
Neither manipulation promoted greater improvements on an independent measure of conceptual knowledge. Microgenetic analyses provided insights into potential mechanisms underlying these effects.  ...  Both selfexplanation and instruction helped children learn and remember a correct procedure, and self-explanation promoted transfer regardless of instructional condition.  ...  Learning was assessed using three outcome measures (procedural learning, procedural transfer, and conceptual knowledge) immediately and after a 2-week delay.  ... 
doi:10.1111/j.1467-8624.2006.00852.x pmid:16460521 fatcat:jkku6csspfcizfhe6r3x42vpdu

The development of scientific thinking skills in elementary and middle school

Corinne Zimmerman
2007 Developmental Review  
on metacognitive and metastrategic skills, and explorations of diVerent types of instructional and practice opportunities that are required for the development, consolidation and subsequent transfer of  ...  Developmental psychologists have been interested in scientiWc thinking because it is a fruitful area for studying conceptual formation and change, the development of reasoning and problem solving, and  ...  Each of these tasks has the potential to be interpreted in multiple ways (e.g., as a valid measure of transfer, a valid measure of strategic competence).  ... 
doi:10.1016/j.dr.2006.12.001 fatcat:nbtzguuavjc4flx7l2vdcqiyiq

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve

Ryan S. Baker, Arnon Hershkovitz, Lisa M. Rossi, Adam B. Goldstein, Sujith M. Gowda
2013 The Journal of the Learning Sciences  
We present a new method for analyzing a student's learning over time, for a specific skill: analysis of the graph of the student's moment-by-moment learning over time.  ...  Moment-bymoment learning is calculated using a data-mined model which assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan  ...  Acknowledgments The authors would like to thank Ken Koedinger for helpful comments and suggestions, Albert Corbett for sharing the data set used in this paper and for helpful comments and  ... 
doi:10.1080/10508406.2013.836653 fatcat:k4s5kg7x2bbc3fne6o5y44p644

All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy

Zhe Chen, David Klahr
1999 Child Development  
Direct instruction on CVS not only improved the use of CVS, but also facilitated conceptual change in the domain because the application of CVS led to unconfounded, informative tests of domain-specific  ...  With age, children increasingly improved their ability to transfer learned strategies to remote situations.  ...  ACKNOWLEDGMENTS Different phases of this work were supported in part by an NIH Post-Doctoral Fellowship (MH19102) to the first author, by a grant from NICHD (HD 25211) to the second author, and by a grant  ... 
doi:10.1111/1467-8624.00081 pmid:10546337 fatcat:v2kjjecsg5hrxi3suir2tekpyi

Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results [chapter]

Matthew L. Bernacki, Timothy J. Nokes-Malach, Vincent Aleven
2013 Springer International Handbooks of Education  
A better speci fi cation of the dynamic role of motivation in SRL theories will further improve both the explanatory power of these models as well as improving the predictions for individuals' learning  ...  In the next section, we expand on the bene fi ts associated with employing a microgenetic approach including opportunities for (1) testing theories of SRL and (2) improving our understanding of Fig. 41.2  ... 
doi:10.1007/978-1-4419-5546-3_41 fatcat:nouijo6zr5djddnvh23wy74bci

Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment

Harold L. Kleinert, Diane M. Browder, Elizabeth A. Towles-Reeves
2009 Review of Educational Research  
It is only in the development of such a model of competence that it is possible to construct alternate assessments for these students that validly represent what these students know and can do.  ...  Given the inclusion of all students, including students with significant cognitive disabilities, in measures of large-scale educational assessment and accountability under the No Child Left Behind Act,  ...  quantities to solve everyday problems or whether we choose to restrict our "measurement" of transfer to a simple listing of the different settings in which a student can perform a targeted skill (e.g.  ... 
doi:10.3102/0034654308326160 fatcat:zimopf3uy5brdl5v3afgho6upy

Direct instruction vs. discovery: The long view

David Dean Jr., Deanna Kuhn
2007 Science Education  
Nigam (2004) make a case for the superiority of direct instruction over discovery learning in students' mastery of the control-of-variables strategy central to the scientific method.  ...  In this longer term framework, direct instruction appears to be neither a necessary nor sufficient condition for robust acquisition or for maintenance over time.  ...  The research reported here is drawn from a dissertation presented by the first author to the second author in partial fulfillment of the requirements for a Ph.D. degree at Teachers College, Columbia University  ... 
doi:10.1002/sce.20194 fatcat:n47fdy2pzvcb5nk2cjxugo5lim

SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING

A. Sullivan Palincsar
1998 Annual Review of Psychology  
After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing  ...  The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions  ...  The use of transfer tasks in dynamic assessment indicates that learning and transfer scores are better predictors of gain than are static measures.  ... 
doi:10.1146/annurev.psych.49.1.345 pmid:15012472 fatcat:tjrddufrjren3jherbce2a4dvy

Developing conceptual understanding and procedural skill in mathematics: An iterative process

Bethany Rittle-Johnson, Robert S. Siegler, Martha Wagner Alibali
2001 Journal of Educational Psychology  
A third instructional implication is that supporting correct representation of problems is an effective tool for improving problemsolving knowledge.  ...  Overview of Experiments To evaluate the iterative model, we assessed children's conceptual and procedural knowledge of decimal fractions before and after a brief instructional intervention.  ...  This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.  ... 
doi:10.1037//0022-0663.93.2.346 fatcat:noqbfrg7i5gfpd2qtbkeulnwjm

Developing conceptual understanding and procedural skill in mathematics: An iterative process

Bethany Rittle-Johnson, Robert S. Siegler, Martha Wagner Alibali
2001 Journal of Educational Psychology  
A third instructional implication is that supporting correct representation of problems is an effective tool for improving problemsolving knowledge.  ...  Overview of Experiments To evaluate the iterative model, we assessed children's conceptual and procedural knowledge of decimal fractions before and after a brief instructional intervention.  ...  This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.  ... 
doi:10.1037/0022-0663.93.2.346 fatcat:ngz3kdsb6nbo5irue7vk4c2xha

Social Cognition and Education: Theory of Mind

Henry M. Wellman
2016 Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana  
Theory of mind further directly influences children's successful performance on, and strategies for undertaking, academic tasks, such as reading and mathematics.  ...  It also influences children's academic motivation within school and for school tasks.  ...  Moreover, only the explanation group succeeded on a transfer problem of a sort that had never appeared in training.  ... 
doi:10.7764/pel.53.1.2016.14 fatcat:ugagqtsm75bi7f6urpw75q4c7a

Implications of Vygotsky's sociocultural theory for second language (L2) assessment

Karim Shabani, Sammy King Fai Hui
2016 Cogent Education  
in the context of DA and, finally, to call for a change in teacher's overall approach to the concept of L2 assessment and aspire to a more "ethical" assessment procedure.  ...  Dynamic assessment (DA) research, still in its infancy, takes its roots from Vygotsky's concept of zone of proximal development (ZPD) to account for learner's developmental process.  ...  as a result of interaction with the social world in a microgenetic atmosphere.  ... 
doi:10.1080/2331186x.2016.1242459 fatcat:iv73bs6xkbdidojlvtz3pqzcgi
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