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Butterfuss, Reese; Kendeou, Panayiota – Grantee Submission, 2021
The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and multiple-document comprehension with a particular emphasis on how readers negotiate conflicting information during reading. This review provides the groundwork for the second aim--to expand…
Descriptors: Reading Comprehension, Cognitive Processes, Conflict, Misconceptions
Natalie R. Davis; Shirin Vossoughi; John F. Smith – Grantee Submission, 2020
This paper argues for an amplification of the everyday intellectual and political gestures of children as valuable indices and movers of learning. We identify and focus on microacts of self-determination, defined here as, "as 'contestations' and 'moves to elsewhere' that shift activity and dictate future status". In particular, we…
Descriptors: Self Determination, Children, Child Behavior, Learning
Esposito, Alena G.; Bauer, Patricia J. – Grantee Submission, 2018
Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which…
Descriptors: Learning, Children, Predictor Variables, Logical Thinking
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O'Reilly, Tenaha; Sabatini, John; Wang, Zuowei – Grantee Submission, 2018
Information is at the heart of lifelong learning, effective citizenship and good decision making. Yet information can come from a variety of sources with different degrees of trustworthiness, accuracy and depth (Metzger, 2007). The information age has resulted in an explosion of knowledge that can be readily accessed by anyone who uses the…
Descriptors: Reading Comprehension, Performance Based Assessment, Vignettes, Student Evaluation
O'Reilly, Tenaha; Sabatini, John; Wang, Zuowei – Grantee Submission, 2019
The purpose of this investigation was to determine the impact of students' background knowledge and how they utilized "don't know" affordances to comprehend and learn from text. In two studies, over 8,000 middle and high school students interacted with a content-area learning environment in which they answered a series of background…
Descriptors: Middle School Students, High School Students, Knowledge Level, Affordances
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Doumas, Leonidas A. A.; Morrison, Robert G.; Richland, Lindsey Engle – Grantee Submission, 2018
Diagrams are powerful opportunities for grappling with and learning abstract relationships, for example learning the relations between elements in an ecosystem rather than simply memorizing the objects within the system. Further, what is crucial from any diagrammatic learning opportunity is the ability to use this relational knowledge in a new…
Descriptors: Visual Aids, Abstract Reasoning, Logical Thinking, Attention
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Clinton, Virginia; Cooper, Jennifer L.; Michaelis, Joseph; Alibali, Martha W.; Nathan, Mitchell J. – Grantee Submission, 2017
Mathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on…
Descriptors: Mathematics Instruction, Visual Stimuli, Eye Movements, Cognitive Processes
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Doroudi, Shayan; Brunskill, Emma – Grantee Submission, 2017
In this paper, we investigate two purported problems with Bayesian Knowledge Tracing (BKT), a popular statistical model of student learning: "identifiability" and "semantic model degeneracy." In 2007, Beck and Chang stated that BKT is susceptible to an "identifiability problem"--various models with different…
Descriptors: Bayesian Statistics, Research Problems, Statistical Analysis, Models
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Philip J. Kellman; Christine M. Massey – Grantee Submission, 2013
Recent research indicates that perceptual learning (PL)--experience-induced changes in the way perceivers extract information--plays a larger role in complex cognitive tasks, including abstract and symbolic domains, than has been understood in theory or implemented in instruction. Here, we describe the involvement of PL in complex cognitive tasks…
Descriptors: Perceptual Motor Learning, Cognitive Processes, Expertise, Perception
Liu, Ran; Stamper, John; Davenport, Jodi – Grantee Submission, 2018
Temporal analyses are critical to understanding learning processes, yet understudied in education research. Data from different sources are often collected at different grain sizes, which are difficult to integrate. Making sense of data at many levels of analysis, including the most detailed levels, is highly time-consuming. In this paper, we…
Descriptors: Intelligent Tutoring Systems, Learning, Data Analysis, Student Development
Slater, Stefan; Baker, Ryan; Ocumpaugh, Jaclyn; Inventado, Paul; Scupelli, Peter; Heffernan, Neil – Grantee Submission, 2016
The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models…
Descriptors: Semantics, Mathematical Applications, Teacher Developed Materials, Correlation
Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2017
Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making…
Descriptors: Elementary School Students, Grade 4, Grade 5, Comprehension
Sharon Vaughn; Greg Roberts; Elizabeth A. Swanson; Jeanne Wanzek; Anna-Maria Fall; Stephanie J. Stillman-Spisak – Grantee Submission, 2015
This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on…
Descriptors: Middle School Students, Social Studies, Reading Comprehension, Grade 8