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Direct linkSonja Dieterich; Stefan Rumann; Marc Rodemer – Educational Psychology Review, 2025
Example-based learning is a well-known instructional method for effective cognitive skill acquisition in complex domains. "(Contrasting) erroneous examples" are a promising extension that embed errors in instructional material, potentially fostering not only positive but negative knowledge. However, the mechanisms and conditions for…
Descriptors: Learning Processes, Teaching Methods, Instructional Effectiveness, Models
Download full textBlotenberg, Iris; Schmidt-Atzert, Lothar – Journal of Intelligence, 2019
The present study set out to explore the locus of the poorly understood but frequently reported and comparatively large practice effect in sustained attention tests. Drawing on a recently proposed process model of sustained attention tests, several cognitive tasks were administered twice in order to examine which specific component of test…
Descriptors: Attention Control, Tests, Models, Test Items
Gropper, George L. – Educational Technology, 2015
Instructional design can be more effective if it is as fixedly dedicated to the accommodation of individual differences as it currently is to the accommodation of subject matters. That is the hypothesis. A menu of accommodation options is provided that is applicable at each of three stages of instructional development or administration: before,…
Descriptors: Instructional Design, Individual Differences, Student Needs, Remedial Instruction
Klopp, Eric; Stark, Robin; Kopp, Veronika; Fischer, Martin R. – Journal of Education and Learning, 2013
The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for…
Descriptors: Foreign Countries, Medical Students, Psychological Patterns, Problem Based Learning
Lynch, Collin F., Ed.; Merceron, Agathe, Ed.; Desmarais, Michel, Ed.; Nkambou, Roger, Ed. – International Educational Data Mining Society, 2019
The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks…
Descriptors: Data Collection, Data Analysis, Information Retrieval, Content Analysis
Peer reviewedGerber, Michael M.; Hall, Robert J. – Journal of Learning Disabilities, 1987
The article explores information processing models of spelling performance and argues that an adequate theory of spelling processes must include: (1) qualitative changes in performance as a function of maturation that underlie development of automaticity; (2) transactional development of spelling-related knowledge structures and efficient…
Descriptors: Academic Achievement, Cognitive Processes, Elementary Secondary Education, Encoding (Psychology)
Stamper, John, Ed.; Pardos, Zachary, Ed.; Mavrikis, Manolis, Ed.; McLaren, Bruce M., Ed. – International Educational Data Mining Society, 2014
The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…
Descriptors: Information Retrieval, Data Processing, Data Analysis, Data Collection
