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Ma, Min; Van Oystaeyen, Fred – Journal of Education and Training Studies, 2016
The authors' aim was to arrive at a measurable model of the creative process by putting creativity in the context of a learning process. The authors aimed to provide a rather detailed description of how creative thinking fits in a general description of the learning process without trying to go into an analysis of a biological description of the…
Descriptors: Creativity, Learning Processes, Creative Thinking, Causal Models
Kilic, Asli; Criss, Amy H.; Howard, Marc W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The contiguity effect refers to the tendency to recall an item from nearby study positions of the just recalled item. Causal models of contiguity suggest that recalled items are used as probes, causing a change in the memory state for subsequent recall attempts. Noncausal models of the contiguity effect assume the memory state is unaffected by…
Descriptors: Recall (Psychology), Causal Models, Cues, Correlation
Kinsler, Paul – European Journal of Physics, 2011
I explain a simple definition of causality in widespread use, and indicate how it links to the Kramers-Kronig relations. The specification of causality in terms of temporal differential equations then shows us the way to write down dynamical models so that their causal nature "in the sense used here" should be obvious to all. To extend existing…
Descriptors: Equations (Mathematics), Physics, Scientific Concepts, Models
Coll-Florit, Marta; Gennari, Silvia P. – Cognitive Psychology, 2011
This work investigates how we process and represent event duration in on-line language comprehension. Specifically, it examines how events of different duration are processed and what type of knowledge underlies their representations. Studies 1-4 examined verbs and phrases in different contexts. They showed that durative events took longer to…
Descriptors: Comprehension, Cues, Semantics, Reading Instruction
Hurtado, Sylvia; Mayhew, Matthew J.; Engberg, Mark E. – Journal of Moral Education, 2012
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the…
Descriptors: Moral Development, Abstract Reasoning, Introductory Courses, Cultural Pluralism
Lietz, Petra; Matthews, Bobbie – Research in Higher Education, 2010
Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and Kember, High Educ 19:307-322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384-393, 1981) or have analyzed the effects of just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol…
Descriptors: Undergraduate Students, Student Attitudes, Values, Teaching Methods
Lagnado, David A.; Sloman, Steven A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
How do people learn causal structure? In 2 studies, the authors investigated the interplay between temporal-order, intervention, and covariational cues. In Study 1, temporal order overrode covariation information, leading to spurious causal inferences when the temporal cues were misleading. In Study 2, both temporal order and intervention…
Descriptors: Time, Causal Models, Time Factors (Learning), Intervention
Hong, Guanglei; Raudenbush, Stephen W. – Journal of Educational and Behavioral Statistics, 2008
The authors propose a strategy for studying the effects of time-varying instructional treatments on repeatedly observed student achievement. This approach responds to three challenges: (a) The yearly reallocation of students to classrooms and teachers creates a complex structure of dependence among responses; (b) a child's learning outcome under a…
Descriptors: Elementary School Mathematics, Grade 4, Probability, Teaching Methods
Alvarado, Angelica; Jara, Elvia; Vila, Javier; Rosas, Juan M. – Learning and Motivation, 2006
Five experiments were conducted to explore trial order and retention interval effects upon causal predictive judgments. Experiment 1 found that participants show a strong effect of trial order when a stimulus was sequentially paired with two different outcomes compared to a condition where both outcomes were presented intermixed. Experiment 2…
Descriptors: Time, Retention (Psychology), Intervals, Stimuli
Lundberg, Carol – 2001
Using data from 4,644 undergraduates, this study tested a causal model identifying effects of social integration, age, and time limiting characteristics on adult student learning. Time limiting characteristics included such constraints as off-campus responsibilities and relationships. Educationally related peer relationships were the strongest…
Descriptors: Academic Achievement, Adult Students, Age Differences, Causal Models

Brainerd, C. J.; Reyna, V. F. – Developmental Psychology, 1995
Two experiments used causal models to examine possible relationships among age, learning rates, learning opportunities and forgetting rates. Found that forgetting rates declined markedly between early and late childhood. (ET)
Descriptors: Age Differences, Causal Models, Children, Cognitive Development
van den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1999
The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were: (1) student-generated learning issues; (2) individual learning process; (3) reporting in the tutorial group; and (4)…
Descriptors: Academic Achievement, Causal Models, Foreign Countries, Higher Education