This article provides computational and rule-based approaches for detecting confusion that is expressed in students' comments in couse forums. To obtain reliable, ground truth data about which posts exhibit student confusion, we designed a decision tree that facilitates the manual labeling of forum posts by experts. However, manual labeling is…

Recent work in predictive modeling has called for increased scrutiny of how models generalize between different populations within the training data. Using interaction data from 69,174 students who used an online mathematics platform over an entire school year, we trained a sensor-free affect detection model and studied its generalizability to…

Recent work in predictive modeling has called for increased scrutiny of how models generalize between different populations within the training data. Using interaction data from 69,174 students who used an online mathematics platform over an entire school year, we trained a sensor-free affect detection model and studied its generalizability to…

With one treated and one untreated periods, difference in differences (DD) requires the untreated response changes to be the same across the treatment and control groups, if the treatment were withheld contrary to the fact. A natural way to check the condition is to backtrack one period and examine the response changes in two pretreatment periods.…

This research provides new insights into the measurement of students' authorial identity and its potential for minimising the incidence of unintentional plagiarism by providing evidence about the psychometric properties of the Student Authorship Questionnaire (SAQ). Exploratory and confirmatory factor analyses (EFA and CFA) are employed to…

We study the identification and consistency of Bayesian semiparametric IRT-type models, where the uncertainty on the abilities' distribution is modeled using a prior distribution on the space of probability measures. We show that for the semiparametric Rasch Poisson counts model, simple restrictions ensure the identification of a general…

This article examines the extent of differences between second language (L2) learners in their abilities to identify L2 consonants and provides evidence for linguistic generalization from one consonant to other consonants. It distinguishes among different sorts of models of the relationship between segments: (a) "segmentally specific models" in…

The remarkable successes of the physical sciences have been built on highly general quantitative laws, which serve as the basis for understanding an enormous variety of specific physical systems. How far is it possible to construct universal principles in the cognitive sciences, in terms of which specific aspects of perception, memory, or decision…

Many of the problems studied in cognitive science are inductive problems, requiring people to evaluate hypotheses in the light of data. The key to solving these problems successfully is having the right inductive biases--assumptions about the world that make it possible to choose between hypotheses that are equally consistent with the observed…

In this paper I present a class of discrete choice models for ordinal response variables based on a generalization of the stereotype model. The stereotype model can be derived and generalized as a random utility model for ordered alternatives. Random utility models can be specified to account for heteroscedastic and correlated utilities. In the…

Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. The strategy and objectives of a longitudinal assessment of children's conceptual learning and development are presented. Perspective is provided regarding the role of the…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…